PROSES REPRESENTASI SIMBOL MATEMATIKA PADA PROSES BERMAIN ANAK TK

Ari Kusuma Sulyandari, Subanji Subanji, Sri Mulyati

Abstract


This study aims to determine the representation of children in kindergartens of the objects and symbols of numbers 1 to 10 when playing activities. So the mathematical activity in appropriate with the child's development. This study uses qualitative descriptive by Moleong. The collection of data through observation, interviews, photo and recording. To check the validity of researchers used data triangulation of data sources, theory and methodology. Results of the study is that children need visual in process representation. They need to understand the concept of visualization when many objects, counting objects, understand the numbers 1 to 10. Children are not able to think abstractly. Representation of children has not been perfect. Method of learning in kindergarten helps learning to count and recognize numbers. Especially if done with playing.

Tujuan penelitian ini untuk mengetahui proses representasi anak TK pada simbol matematika bilangan asli 1 sampai 10 pada proses bermain sehingga pembelajaran matematika sesuai dengan perkembangan anak. Metode penelitian yang digunakan adalah deskriptif kualitatif. Teknik pengumpulan data menggunakan teknik observasi, wawancara, dan dokumentasi berupa foto serta perekaman. Teknik analisis data yang digunakan pada saat penelitian adalah analisis deskriptif untuk mengecek keabsahan peneliti menggunakan data triangulasi sumber data, teori, dan metodologi. Hasil penelitian menunjukkan bahwa anak usia TK membutuhkan visual dalam aktivitas representasi. Anak-anak membutuhkan bantuan visual saat memahami konsep banyak benda, menghitung benda, memahami bilangan 1 sampai 10. Hal ini dikarenakan anak usia TK masih belum dapat berpikir secara abstrak sehingga representasi anak usia TK masih belum sempurna. Penggunaan metode pembelajaran tematik terpadu di TK mempermudah pembelajaran berhitung dan mengenal angka terlebih jika dilakukan dengan bermain.


Keywords


representations; mathematical symbols; kindergarten; representasi; simbol matematika; anak TK

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DOI: http://dx.doi.org/10.17977/jp.v1i11.7778

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