Proceedings of the Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021)

<Previous Article In Volume
Next Article In Volume>

Designing Learning Trajectory on The Topic of Simplifying Fractions Using Realistic Mathematics Education with Flipped Classroom Strategy

Authors
Stevanus Trionanda1, *, Hongki Julie1
1Departement of Mathematics Education, Magister Program of Universitas Sanata Dharma Yogyakarta, Indonesia
*Corresponding author. Email: stevanustrionanda23@gmail.com
Corresponding Author
Stevanus Trionanda
Available Online 4 January 2022.
DOI
10.2991/assehr.k.211229.050How to use a DOI?
Keywords
Design research; Realistic mathematics education; Flipped classroom; Fractions
Abstract

This study aims to design a learning trajectory-based instruction that is used to teach simplification of fractions using realistic mathematic education and flipped classroom. This study is the design research which aims to develop a learning instrument theoretically and empirically. The instruments used are daily notes, learning trajectory, and learning video. The learning trajectory consists of goals and learning assumptions, activities of teacher and students, and students’ flow of thought. Because the data is qualitative, the retrospective analysis will be done using Miles-Huberman method which consists of data collection, data display, data reduction, and conclusion drawing. The result of this study is a trajectory-based instruction using realistic mathematics education and flipped classroom that is used to teach simplification of fractions. The phases of the trajectory-based instruction are as follows: 1) pre-phase where teachers gave rules to be followed by students during class, 2) self-study phase where students learn from the video and solve problems in it before going to the next phase, 3) synchronous learning phase where students, facilitated by teacher solve realistic problems about fraction simplification by WhatsApp and continued by Zoom, 4) transfer phase where students apply their knowledge by doing exercise and small projects.

Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article under the CC BY-NC license.

Download article (PDF)

<Previous Article In Volume
Next Article In Volume>
Volume Title
Proceedings of the Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
4 January 2022
ISBN
978-94-6239-505-3
ISSN
2352-5398
DOI
10.2991/assehr.k.211229.050How to use a DOI?
Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article under the CC BY-NC license.

Cite this article

risenwbib
TY  - CONF
AU  - Stevanus Trionanda
AU  - Hongki Julie
PY  - 2022
DA  - 2022/01/04
TI  - Designing Learning Trajectory on The Topic of Simplifying Fractions Using Realistic Mathematics Education with Flipped Classroom Strategy
BT  - Proceedings of the Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021)
PB  - Atlantis Press
SP  - 322
EP  - 329
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211229.050
DO  - 10.2991/assehr.k.211229.050
ID  - Trionanda2022
ER  -