TAHAPAN J.BRUNER DALAM PEMBELAJARAN MATEMATIKA PADA PENJUMLAHAN DAN PENGURANGAN BILANGAN BULAT DI SEKOLAH DASAR (SD/MI)
DOI:
https://doi.org/10.21154/cendekia.v9i1.865Keywords:
pembelajaran, Matematika, J. BrunerAbstract
Teaching is not only changing one's behavior but more importantly it function to change the school curriculum on such a way that students can learn easily and optimally. It is essential to take an action to improve the students’ ability in math based on their own nature development, particularly in primary schools level. This can be gained by creating the students active participation and regarding their diversity of as conveyed by J. Bruner. In order to improve the quality of learning process, it is necessary to set up a convenience environment known as "discovery learning environment" that is an environment where learners can explore, invent new knowledge, or discover similar to those already known. There are three stages of learning according to J. Bruner, such as enactive, iconic and symbolic stages. The learning process will be gained optimally if the students are involved in enactive stage, and then if this phase of learning is well-achieved, students learn to switch to the second stage by employing the iconic representation mode. Lastly, learning activities are preceded to the third stage, which is the learning phase by using the mode of symbolic representation. By implementation those three learning objectives, it is expected that the process of learning mathematics can achieve the intended goals.
ليس الهد٠من التعليم التغيير ÙÙŠ سلوك الطالب ÙØسب. بل التغيير ÙÙŠ المنهج الدراسي كذلك، وهذا ليدرس الطالب أكثر وأسهل. المØاولات لتوÙير الÙرص للطلاب ليتقدموا سريعا ÙˆÙقا بقدراته ÙÙŠ المادة الخاصة ( خاصة ÙÙŠ المرØلة الابتدائية) ØŒ هذا بالاهتمام Ù†ØÙˆ اشتراكهم ÙÙŠ التعليم والتعر٠على خصائص الطلاب كما يقوله ج برونر. ولترقية عملية التعليم ÙŠØتاج المدرس إلى بيئة (Discovery learning environment ( وهي البيئة التي بها يستطيع الطالب توسيع معلوماته والقدرة على الابداعات أو المÙاهيم المساوية لما هو معلوم لهم. وبالنظر إلى أن ثمة 3 مراØÙ„ ÙÙŠ التعليم كما ذكره ج برونر هي إينكتي٠و إيكونك Ùˆ سيمبولك ØŒ Ùعملية التعليم Ø³ÙŠÙ†Ø¬Ø Ø¥Ø°Ø§ بدئ بمرØلة إيكونيك ثمّ المرØلة الثانية وهكذا. وتطبيق هذه المراØÙ„ ÙÙŠ العملية التعليمية خاصة مادة الرياضيات يرجى منه الØصول على الأهدا٠من التعليم.
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