This research was conducted in fifth degree, SD (Sekolah Dasar) Pusri, a primary school that located in the area of fertilizer factory in Palembang, on Thursday, the 3th of June 2010. The mathematics teaching and learning process was done by PMRI (Pendidikan Matematika Realistik Indonesia) teacher, Mrs. Rima, who ever followed workshop PMRI in the University of Sriwijaya. It was concerned in addition of integers.
Figure1. Students work in a group
Students in the classroom were divided to be some groups. There are 5 groups in the class and each group consists of 6 students. After they had been given some bottle tops of “frestea”, the teacher told students that we could find and get these things easily in cafeteria. Teacher said that the inner part of the bottle top would represent negative integers and the outer part of the bottle top would represent positive integers. Then a pair of an inner part of the bottle top and an outer part of the bottle top has value zero (0). In additions, students were requested to make any things from the bottle tops related mathematics.
One member of a group took 2 bottle tops, put on the table and shown inner part of bottle tops then he said that they represent -2 (negative 2) while another member of a group that took 1 bottle top, put on the table and shown outer part of the bottle top then she said that they represent 1 (positive 1). Another member of a group continued arranging the bottle tops to be a pair of bottle tops and remained 1 bottle top which shown inner part of it. Then they thought that it could be connected with mathematics because it shown operation of additions of integers, that is (-2) +1=-1.
Figure 2. Shown that (-2) +1=-1
In addition, there is another group that had done similar activity. It was started with one member of a group took 4 bottle tops, put on the table and shown inner part of bottle tops then he said that they represent -4 (negative 4) while another member of a group that took 2 bottle top, put on the table and shown outer part of the bottle top then she said that they represent 2 (positive 2). Another member of a group continued arranging the bottle tops to be 2 pairs of bottle tops and remained 2 bottle tops which shown inner part of them. Then they also thought that it could be connected with mathematics because it shown operation of additions of integers, that is (-4) +2=-2.
Figure 3. Shown that (-4) +2=-2
After students had developed their activities with doing the sum of negative integer with positive integer or positive integer with negative integer such as (-3)+5=-2 and 4+(-2)=2 , students developed their activity with doing the sum of two negative integers and the sum of two positive integers such as (-4)+(-3)=-7 and 5+2=7.
Furthermore, the students were asked to make and wrote some questions related additions of integers, solved it with their members of group and discussed it.
Figure 4. Students made questions and solved it.
Besides it, the students were given opportunity to explain their result of activity to their friends then the teacher guided their explanation to be right concept of mathematics. Finally, they made conclusions and students were given assignment.
In term of this observation, I feel that my observation to SD Pusri were extremely succesfull. I have a long standing interest in mathematics education and find the experience to be very interesting and informative. I feel that I have gained much wider perspective on mathematics education. When I observed the teaching and learning process in mathematics, the students were very anthusiasm and enjoy it. They also felt that mathematics is easy.