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Mengenal Pecahan dan Penjumlahan Pecahan Menggunakan Kertas Lipat

Kamis, 13 November 2014 | 0 komentar

Berikut ini adalah langkah-langkah yang kami lakukan dalam melaksanakan metode ini:

1. Saya berikan setiap murid selembar kertas, kertas berwarna polos akan lebih baik. Kertas yang digunakan bebas (bisa juga kertas dari kardus atau buku tulis), namun saya menggunakan kertas lipat (kertas marmer). Tujuannya adalah supaya lebih menarik karena berwarna-warni. Selain itu, warna yang berbeda akan lebih mudah digunakan untuk membandingkan antara satu bilangan pecahan dengan bilangan pecahan yang lain.

2. Murid diminta membagi kertas tersebut menjadi dua bagian sama besar (1/2).

3. Murid diminta untuk mengambil salah satu bagian tersebut dan dibagi dua sama besar lagi (1/4).

4. Sekali lagi, murid diminta untuk mengambil salah satu potongan ¼ dan dibagi dua sama besar (1/8).

5. Dan lagi, murid diminta untuk mengambil salah satu potongan 1/8 dan dibagi dua sama besar (1/16).

Media Pembelajaran Flash Player

Sabtu, 01 Maret 2014 | 0 komentar

Media pembelajaran flash player Bahasa Inggris dan Ilmu Pengetahuan Sosial (IPS) yang dikemas dalam sebuah CD pembelajaran interaktif bagi siswa siswi anda di sekolah dapat anda download disini. Media pembelajaran berbentuk audio - visual yang dapat digunakan untuk belajar di dalam kelas maupun mandiri. Media pembelajaran flash player diyakini mampu untuk meningkatkan pemahaman dan prestasi siwa.

Dengan media pembelajaran flas player, maka anda dapat berinteraksi langsung dengan media karena media belajar ini terdapat fasilitas contlol navigasi sehingga anda bebas menentukan arah perhatian ataupun mengulang materi yang diberikan. Untuk mendownload Media Pembelajaran Flash Player secara gratis silahkan klik tautan di bawah ini.

Sumber : Klik Disini

Storytelling 4

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Pinocchio And the wicked witch

In a large pine forest in the country Italy , lonely . He always dreamed about having a child . Every day , he went to cut wood for the city people . One day , an idea illuminated his mind , the idea of crafting a puppet , that he would give the name of Pinocchio . He made the doll and at night , the puppet come to life ! One year of happiness and thriller passed , on Sunday morning , Gepetto told Pinocchio : it's my birthday soon , my little boy ! I hope you do not forget it ! Euuh , sure , I'm not ! Pinocchio felt awkward .

He did not think about it . Gepettos birthday comes just three days ahead, and he had not prepared a gift . After a long night of reflecting , Pinocchio finally decided to offer a homemade chocolate cake to her as a gift . When the sun rose, Pinocchio was ready to go outside find the ingredients . The main problem was not even known he was in and the recipe .

So after school , he decided to go ask someone for the ingredients to bake a cake . During his walk , Pinocchio , the wooden puppet , met shamans city . Hey , little boy , do you need help for your chocolate cake ? Hum You can help me ? , Tanya Pinocchio . Sure , I could . Follow me ! After walking a few minutes so , Pinocchio saw big , big , big huge candy house . They entered together and Pinocchio was caught by a large enclosure . Mouahahaha ! I was finally able to catch you ! you be mine , you will work for me ! , Said the evil witch .

Pinocchio was terrified . When the guards came and took him out of the cage , he immediately ran very fast and he managed to escape . At the same time, the evil wizard , summoned all his troops with him , ran after him and he pulled out his wand . Evil devil changed the little wooden puppet into a chocolate cake ! When he returned home , he told the whole story to his father and they went to find a fairy god . After a long journey , they finally found the fairy god and they had a magic potion for Pinocchio , Pinocchio to treat the poor .

Storytelling 3

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The Lion and The Mouse

One day a Lion slept in the jungle. A tiny mouse ran over the Lion’s head and down his nose. The Lion awoke with a loud roar. He was very angry. His paw caught the little mouse.

The Lion opened his huge jaws to swallow the mouse “Pardon me. O King, I beg of you. “Cried the frightened mouse.

“If you forgive me this time, i will never forget your kindness. I meant no harm and I certainly didn’t want to disturb your majesty. If you let me stay a live, I can do you a good turn, too”.

The Lion began to laugh. He laughed and laughed. “How could a tiny creature like you ever do anything to help me ? “And he shook with laughter. “Oh well, “he shrugged, looking down at the frightened mouse,” you’re not so much of a meal anyway.

Then, he released his paw from the mouse and the mouse quickly ran away.

Some time after this, some hunters, tried to capture the Lion alive. They set up rope nets in the jungle. The Lion fell in to the trap. He roared and thras hed.

His thunderous bellows sent through the jungle.

The tiny mouse heard the Lion’s roars.

“That may be the Lion who once freed me” he said remembering his promise. And he ran to see whether he could help.

Discovering the sad Lion, the mouse said to him “Stop, stop ! you must not roar. If you make so much noise, the hunters will come and capture you. I’ll get you out of this trap”

With his shalp little teeth, the mouse gnawed at the ropes until they broke. The Lion stepped out of the het and was free. The mouse said. Now, wa i not right ?”

“Thank you, good mouse,” Said Lion gently. “You did help me. I see now that kindness is always worth while,’.

Storytelling 2

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“Rapunzel”

By Jacob and Wilhelm Grimm

There was once a man and a woman who had long in vain wished for a child. At length the woman hoped that God was about to grant her desire. These people had a little window at the back of their house from which a splendid garden could be seen, which was full of the most beautiful flowers and herbs. It was, however, surrounded by a high wall, and no one dared to go into it because it belonged to an enchantress, who had great power and was dreaded by all the world. One day the woman was standing by this window and looking down into the garden, when she saw a bed which was planted with the most beautiful rampion (rapunzel), and it looked so fresh and green that she longed for it, and had the greatest desire to eat some. This desire increased every day, and as she knew that she could not get any of it, she quite pined away, and looked pale and miserable. Then her husband was alarmed, and asked, "What aileth thee, dear wife?" "Ah," she replied, "if I can't get some of the rampion, which is in the garden behind our house, to eat, I shall die." The man, who loved her, thought, "Sooner than let thy wife die, bring her some of the rampion thyself, let it cost thee what it will." In the twilight of evening, he clambered down over the wall into the garden of the enchantress, hastily clutched a handful of rampion, and took it to his wife. She at once made herself a salad of it, and ate it with much relish. She, however, liked it so much—so very much—that the next day she longed for it three times as much as before. If he was to have any rest, her husband must once more descend into the garden. In the gloom of evening, therefore, he let himself down again; but when he had clambered down the wall he was terribly afraid, for he saw the enchantress standing before him. "How canst thou dare," said she with angry look, "to descend into my garden and steal my rampion like a thief? Thou shalt suffer for it!" "Ah," answered he, "let mercy take the place of justice, I only made up my mind to do it out of necessity. My wife saw your rampion from the window, and felt such a longing for it that she would have died if she had not got some to eat." Then the enchantress allowed her anger to be softened, and said to him, "If the case be as thou sayest, I will allow thee to take away with thee as much rampion as thou wilt, only I make one condition, thou must give me the child which thy wife will bring into the world; it shall be well treated, and I will care for it like a mother." The man in his terror consented to everything, and when the woman was brought to bed, the enchantress appeared at once, gave the child the name of Rapunzel, and took it away with her.

Rapunzel grew into the most beautiful child beneath the sun. When she was twelve years old, the enchantress shut her into a tower, which lay in a forest, and had neither stairs nor door, but quite at the top was a little window. When the enchantress wanted to go in, she placed herself beneath this and cried,

"Rapunzel, Rapunzel, Let down thy hair to me."

Rapunzel had magnificent long hair, fine as spun gold, and when she heard the voice of the enchantress she unfastened her braided tresses, wound them round one of the hooks of the window above, and then the hair fell twenty ells down, and the enchantress climbed up by it.

After a year or two, it came to pass that the King's son rode through the forest and went by the tower. Then he heard a song, which was so charming that he stood still and listened. This was Rapunzel, who in her solitude passed her time in letting her sweet voice resound. The King's son wanted to climb up to her, and looked for the door of the tower, but none was to be found. He rode home, but the singing had so deeply touched his heart, that every day he went out into the forest and listened to it. Once when he was thus standing behind a tree, he saw that an enchantress came there, and he heard how she cried,

"Rapunzel, Rapunzel, Let down thy hair."

Then Rapunzel let down the braids of her hair, and the enchantress climbed up to her. "If that is the ladder by which one mounts, I will for once try my fortune," said he, and the next day when it began to grow dark, he went to the tower and cried,

"Rapunzel, Rapunzel, Let down thy hair."

Immediately the hair fell down and the King's son climbed up. At first Rapunzel was terribly frightened when a man such as her eyes had never yet beheld, came to her; but the King's son began to talk to her quite like a friend, and told her that his heart had been so stirred that it had let him have no rest, and he had been forced to see her. Then Rapunzel lost her fear, and when he asked her if she would take him for her husband, and she saw that he was young and handsome, she thought, "He will love me more than old Dame Gothel does;" and she said yes, and laid her hand in his. She said, "I will willingly go away with thee, but I do not know how to get down. Bring with thee a skein of silk every time that thou comest, and I will weave a ladder with it, and when that is ready I will descend, and thou wilt take me on thy horse." They agreed that until that time he should come to her every evening, for the old woman came by day. The enchantress remarked nothing of this, until once Rapunzel said to her, "Tell me, Dame Gothel, how it happens that you are so much heavier for me to draw up than the young King's son—he is with me in a moment." "Ah! thou wicked child," cried the enchantress, "What do I hear thee say! I thought I had separated thee from all the world, and yet thou hast deceived me!" In her anger she clutched Rapunzel's beautiful tresses, wrapped them twice round her left hand, seized a pair of scissors with the right, and snip, snap, they were cut off, and the lovely braids lay on the ground. And she was so pitiless that she took poor Rapunzel into a desert where she had to live in great grief and misery.

On the same day, however, that she cast out Rapunzel, the enchantress in the evening fastened the braids of hair which she had cut off to the hook of the window, and when the King's son came and cried,

"Rapunzel, Rapunzel, Let down thy hair."

she let the hair down. The King's son ascended, but he did not find his dearest Rapunzel above, but the enchantress, who gazed at him with wicked and venomous looks. "Aha!" she cried mockingly, "Thou wouldst fetch thy dearest, but the beautiful bird sits no longer singing in the nest; the cat has got it, and will scratch out thy eyes as well. Rapunzel is lost to thee; thou wilt never see her more." The King's son was beside himself with pain, and in his despair he leapt down from the tower. He escaped with his life, but the thorns into which he fell pierced his eyes. Then he wandered quite blind about the forest, ate nothing but roots and berries, and did nothing but lament and weep over the loss of his dearest wife. Thus he roamed about in misery for some years, and at length came to the desert where Rapunzel, with the twins to which she had given birth, a boy and a girl, lived in wretchedness. He heard a voice, and it seemed so familiar to him that he went towards it, and when he approached, Rapunzel knew him and fell on his neck and wept. Two of her tears wetted his eyes and they grew clear again, and he could see with them as before. He led her to his kingdom where he was joyfully received, and they lived for a long time afterwards, happy and contented.

Storytelling 1

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The Lonely Landy

One day, there was a porcupine named Landy. He was lonely. No one wanted to play with him, because they were afraid of his spike.

“Dear Landy. We don’t want to play with you because your spikes are too sharp. We don’t want you to hurts us,” said Cici the rabbit one day.

“Cici is right, Landy. It is not because you’re bad or rude to us, no, Landy. Just because of your spikes. They will stab us if we close to you,” said Tito the rooster.

Landy felt lonely. Landy spent most of the time day dreaming at the river bank, “I would be happy if there were no spikes on my body.”

Suddenly, Kuku the turtle appeared from the river. He came to Landy and said, “Landy, what are you thinking of ?”

“Oh, nothing,” Landy replied.

“Don’t lie to me, Landy! Who knows I can help you,” said Kuku wisely. Then he sat beside Landy. He wasn’t afraid of Landy’s spikes.

Shortly, Landy told his problem. Kuku nodded his head. He said, “Poor you. But it isn’t your fault. I know, your spikes are very useful and helpful for you. They will realize it someday. Trust me!”

“Thanks, Kuku. You are my best friend.”

One day, Koko the frog held his birthday party. He invited all his friends, including Landy. But he decided not to come. He didn’t want to mess up the party.

“I’ll come with you Landy. I’ll tell everyone that you’re harmless,” said Kuku. Finally Landy attended the party. Everyone enjoyed it.

Suddenly Tito screamed, “Help….help.…! The evil wolf is coming. Save yourself!” Then, everyone saved their lives, except Kuku and landy. Kuku pulled his head and his leg into his shell. And Landy rolled his body into a ball.

Unintentionally, the evil wolf touched Landy. Of course, the spike pricked him. He screamed, “Ouch!” Since his foot was bleeding, he didn’t chase Landy’s friends any longer. Then, he ran away.

“Horray….horray….! Long live Landy! He saved our lives,” said Cici and her friends. They thanked him from then on. Landy wasn’t lonely anymore.

Moral value :

We should not underestimate someone’s bad physical appearance.

Media Pembelajaran

Selasa, 18 Februari 2014 | 0 komentar

Media Pembelajaran, Apa dan Bagaimana?

Berikut ini kita akan membahas mengenai Media Pembelajaran, Apa dan Bagaimana? Pembelajaran yang menyenangkan memerlukan sebanyak-banyaknya media belajar. Media belajar juga berfungsi memudahkan terjadinya proses pembelajaran. Penentuan media belajar harus dipilih, disaring, dan diselaraskan dengan tujuan yang ingin dicapai. Oleh karena itu, hendaknya dipilih alat bantu yang memiliki ciri-ciri sebagai berikut:

1. menarik perhatian dan minat siswa;

2. meletakkan dasar-dasar untuk memahami sesuatu hal secara konkret yang sekaligus mencegah atau mengurangi verbalisme; dan

3. sederhana, mudah digunakan dan dirawat, dapat dibuat sendiri oleh guru atau diambil dari lingkungan sekitarnya.

Salah satu prinsip belajar menyatakan bahwa makin banyak media bantu pembelajaran dimanfaatkan secara tepat dalam pembelajaran, makin besar daya serap siswa terhadap materi yang dipelajarinya. Dengan demikian, dalam pembelajaran guru harus menggunakan berbagai media belajar dan memanfaatkannya secara tepat. Memanfaatkan media pembelajaran secara tepat artinya dapat memilih alat yang cocok dengan materi yang dibahas dan mendemonstrasikan media tersebut pada saat yang tepat, sehingga dapat berfungsi memperjelas informasi (konsep) yang sedang dibicarakan.

Konsep Dasar dan Fungsi Media

Banyak sekali pengertian media pembelajaran yang diungkapkan oleh para tokoh. Akan tetapi menurut terminologinya, kata media berasal dari bahasa latin “medium” yang artinya perantara, sedangkan dalam bahasa Arab media berasal dari kata wasaaila artinya pengantar pesan dari pengirim kepada penerima pesan.
Media belajar merupakan salah satu faktor untuk mencapai efi siensi hasil belajar (Moh. Surya, 1992). Media belajar juga dapat didefi nisikan sebagai berikut.

1. Berlach dan Ely (1971) mengemukakan bahwa media belajar merupakan alat-alat grafi s, fotografi s atau elektronis untuk menangkap, memproses dan menyusun kembali informasi dan menyusun kembali informasi visual atau verbal;

2. Heinich, dkk. (1985) mengemukakan bahwa media pembelajaran merupakan pembawa pesan-pesan atau informasi yang bertujuan pembelajaran atau mengandung maksud-maksud pembelajaran;

3. Martin dan Briggs (1986) mengemukakan bahwa media pembelajaran mencakup semua sumber yang diperlukan untuk melakukan komunikasi dengan pembelajar. Hal ini bisa berupa perangkat keras dan perangkat lunak yang digunakan pada perangkat keras; dan

4. H. Malik (1994) mengemukakan bahwa media belajar adalah segala sesuatu yang dapat digunakan untuk menyalurkan pesan (bahan pembelajaran), sehingga dapat merangsang perhatian, minat, pikiran dan perasaan pembelajar dalam kegiatan belajar untuk mencapai tujuan pembelajaran tertentu.

Berdasarkan pengertian-pengertian tersebut, dapat disimpulkan media belajar memiliki fungsi-fungsi sebagai berikut.

Fungsi dari media belajar ialah memvisualisasikan sesuatu yang tidak dapat dilihat atau sukar dilihat sehingga nampak jelas dan dapat menimbulkan pengertian atau meningkatkan persepsi seseorang (R.M. Soelarko, 1995). Namun, ada enam fungsi pokok dari media belajar dalam proses belajar mengajar.

1. Penggunaan media belajar dalam proses belajar mengajar bukan merupakan fungsi tambahan, tetapi mempunyai fungsi tersendiri sebagai alat bantu untuk mewujudkan situasi belajar mengajar yang efektif;

2. Penggunaan media belajar merupakan bagian yang integral dari keseluruhan situasi mengajar;

3. Media belajar dalam pengajaran penggunaannya integral dengan tujuan dan isi pelajaran;

4. Media belajar dalam pengajaran bukan semata-mata alat hiburan atau bukan sekadar pelengkap;

5. Media belajar dalam pengajaran lebih diutamakan untuk mempercepat proses belajar mengajar dan membantu siswa dalam menangkap pengertian yang diberikan guru; dan

6. Penggunaan media belajar dalam pengajaran diutamakan untuk mempertinggi mutu belajar mengajar.

Di samping enam fungsi di atas, penggunaan media belajar mempunyai nilai-nilai sebagai berikut.

1. Dengan peragaan dapat meletakkan dasar-dasar yang nyata untuk berpikir, oleh karena itu dapat mengurangi terjadinya verbalisme;

2. Dengan peragaan dapat memperbesar minat dan perhatian siswa untuk belajar;

3. Dengan peragaan dapat meletakkan dasar untuk perkembangan belajar sehingga hasil belajar bertambah mantap.

4. Memberikan pengalaman yang nyata dan dapat menumbuhkan kegiatan berusaha sendiri pada setiap siswa;

5. Menumbuhkan pemikiran yang teratur dan berkesinambungan;

6. Membantu tumbuhnya pemikiran dan membantu berkembangnya kemampuan berbahasa; dan

7. Memberikan pengalaman yang tidak mudah diperoleh dengan cara lain serta membantu berkembangnya efi siensi dan pengalaman belajar yang lebih sempurna.

Dalam menggunakan media belajar, hendaknya guru memperhatikan sejumlah prinsip tertentu agar penggunaan media belajar tersebut dapat mencapai hasil yang baik. Menurut Nana Sudjana (2002), prinsip-prinsip penggunaan media
belajar adalah sebagai berikut.

1. Menentukan jenis media belajar dengan tepat, artinya sebaiknya guru memilih terlebih dahulu media belajar manakah yang sesuai dengan tujuan dan bahan pelajaran yang hendak diajarkan;

2. Menetapkan atau memperhitungkan subjek dengan tepat, artinya perlu diperhitungkan tingkat kemampuan/kematangan anak didik;

3. Menyajikan media belajar dengan tepat; dan

4. Menempatkan dan memperlihatkan media belajar pada waktu, tempat, dan situasi yang tepat.

Keragaman Media Belajar

R.M. Soelarko (1995) menggolongkan media belajar ke dalam jenis-jenis berikut.

1. Gambar-gambar (lukisan), dalam IPA misalnya Zoologi (gambargambar binatang), Botani (gambar pohon, bunga, daun, dan buah), dan gambar tentang ilmu bumi (gambar gunung, laut, danau, hutan)

2. Benda-benda alam yang diawetkan, misalnya daun kering yang dipres, bunga, serangga, misalnya kupu-kupu, jangkrik, belalang.

3. Model, fantom, dan manikkin. Yang disebut model adalah bentuk tiruan dalam skala kecil. Fantom atau Manikkin adalah model anatomi dari bagian-bagian tubuh manusia itu sendiri misal rangka manusia.

Adapun media untuk pengajaran bahasa dapat dapat dibagi menjadi tiga jenis, yaitu:
a. media pandang (visual aids);
b. media dengar (audio aids); dan
c. media dengar-pandang (audio-visual aids).

Media pandang dapat berupa benda-benda alamiah, orang dan kejadian; tiruan benda-benda alamiah, orang dan kejadian; dan gambar benda-benda alamiah, orang dan kejadian (Effendi, 1984). Benda-benda alamiah yang dapat dihadirkan dengan mudah ke sekolah atau dapat ditunjuk langsung merupakan media pandang yang cukup efektif untuk digunakan, misalnya alat-alat sekolah, alat olah raga, dan benda-benda di sekitar sekolah. Jika benda alamiah tidak mungkin dihadirkan maka dapat diganti dengan tiruannya yang sekarang ini cukup mudah didapatkan, misalnya buah-buahan dari plastik, mobil-mobilan, perkakas rumah tangga, dan sebagainya. Jika tiruan benda alamiah itu pun tidak ada maka dapat diganti dengan gambar, baik gambar sederhana maupun gambar hasil peralatan mutakhir. Media pandang lainnya adalah kartu dengan segala bentuknya, papan fl anel, papan magnet, papan saku, dan lain sebagainya.

Benda-benda tiruan dan gambar merupakan media yang cukup efektif untuk digunakan, misalnya untuk pengenalan huruf dan pola kalimat. Menurut Mohammad Ahsanuddin (2006), benda-benda dan gambar itu dapat diletakkan di sudut-sudut ruangan atau ditempel di dinding sebagai pajangan. Jika anak telah dapat membaca, di bawah setiap gambar atau barang tiruan itu dapat disertakan namanya dengan bahasa asing yang sedang dipelajari siswa.

Media dengar yang dapat digunakan untuk pengajaran bahasa antara lain radio, tape recorder, dan laboratorium bahasa (yang sederhana). Tape recorder untuk media dengar merupakan pilihan yang cukup tepat untuk pengajaran bahasa. Hal ini karena dengan alat ini dapat diputar kaset-kaset rekaman sesuai yang dinginkan guru. Namun, kendala dari pemakaian tape recorder adalah minimnya kaset-kaset rekaman siap pakai yang dirancang khusus untuk bahasa tertentu. Kendala ini sekaligus merupakan tantangan bagi para pakar dan praktisi pengajaran bahasa.

Penggunaan laboratorium bahasa sebagai alat bantu pengajaran bahasa telah diakui efektivitasnya oleh para pakar pengajaran bahasa. Akan tetapi, untuk sekolah-sekolah di Indonesia pada umumnya, terutama di wilayah kabupaten, peralatan ini sering kali hanya merupakan anganangan yang sulit dicapai karena harganya yang relatif tinggi.

Media pengajaran bahasa yang paling lengkap adalah media dengar pandang, karena dengan media ini terjadi proses saling membantu antara indra dengar dan indra pandang. Yang termasuk jenis media ini adalah televisi, VCD, komputer dan laboratorium bahasa yang mutakhir. Dengan televisi yang menggunakan parabola dapat diakses siaran berbahasa (asing) berbagai negara. Siaran itu kemudian dapat direkam dengan menggunakan CD Writer sehingga dapat diputar berulang kali sebagai media belajar. Lebih lanjut, M. Ahsanuddin (2006) menjelaskan bahwa VCD merupakan media pengajaran bahasa yang cukup efektif digunakan. Alat ini mirip dengan tape recorder hanya lebih lengkap. Tape recorder hanya didengar, sementara VCD didengar dan dilihat. Saat ini telah banyak program-program pengajaran bahasa yang dikemas dalam bentuk CD, namun untuk mengoperasikannya tidak cukup dengan VCD tetapi dengan komputer yang dilengkapi dengan multimedia.

Sumber : panduanguru.com

Media pembelajaran