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Pembelajaran multikultural fisika di smuEFFECTS OF USING THE JAPANESE ABACUS METHOD UPON T
Method
Thirty 3rd-graders of three elementary schools in Indonesia served as the
participants of the study. Two of the schools were in Jakarta and the other school
was in Yogyakarta. Of which, 15 were abacus learners who are enrolled in an
outside-school abacus course (Level 3) and formed the experimental group. They
have mastered the rules in using an abacus. For addition, most of them can do
until 2 digits mentally. For multiplication, most of them can do 2-digit times 1-
digit mentally.
The experimental group was given additional abacus training for 10
meetings, lasting 45 minutes each session. The Nonequivalent Comparison Group
Design (Shadish, Cook and Campbell, 2002) was used. It is a design that consists
of giving an experimental and a control group a pretest, followed by a posttest,
after the experimental treatment condition (i.e. teaching of the abacus) has been
administered to the experimental group. Data gathering was through the pretests
and posttests administered to the two groups about addition (until 3 digits) and
multiplication (until 2-digits times 2-digits and 3-digits times 3-digits) based on
the prescribed Indonesian curriculum. The researchers also utilized observation
and interview to gain more insight into the thinking and errors committed by the
students. The instruments used in this research consist of the addition and
multiplication pretests and posttests, modules (or syllabus) for abacus teaching
and learning, and interview guides. For data analysis, Microsoft Excel was used to
compute for the means, variances and standard deviations of sets of values. The
same software was also used for the following tests of hypothesis: F-test and
Student’s t-Test. For the analysis of qualitative data from the observations and
interviews conducted, content analysis was utilized in an attempt to relate the
responses of the students to their test performance and errors committed.
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