Strategi Hitung dalam Aktivitas Pembelajaran Penjumlahan dan Pengurangan

  • Febriarsita Eka Sasmita Universitas Negeri Surabaya
  • Neni Mariana Universitas Negeri Surabaya
Keywords: Studi literatur, Strategi hitung, Operasi hitung penjumlahan, Operasi hitung pengurangan

Abstract

Strategi hitung merupakan salah satu aspek penting dari Matematika yang sangat bermanfaat untuk dipelajari oleh siswa. Pada penelitian ini,  peneliti akan memaparkan hasil studi literatur terkait strategi hitung atau mental strategies yang muncul dalam aktivitas pembelajaran penjumlahan dan pengurangan bilangan. Peneliti menggunakan jenis penelitian kualitatif dengan metode studi literatur. Berdasarkan    hasil    penelitian    dan  pembahasan    yang    telah    diuraikan,    maka    dapat  diambil  kesimpulan bahwa strategi hitung yang kerap kali muncul dan digunakan pada siswa di negara-negara maju seperti Amerika, Inggris, Belanda, Australia pada konsep operasi hitung penjumlahan adalah: strategi hitung counting all, strategi hitung counting on from first, strategi hitung counting on from larger,strategi hitung using doubles, strategi hitung skip counting, strategi hitung jumping, strategi hitung compensation, strategi hitung bridging through ten, strategi hitung splitting, dan strategi hitung pen and paper. Sedangkan strategi hitung yang muncul pada konsep operasi hitung pengurangan adalah: strategi hitung counting back, strategi hitung countingback , strategi hitung counting up,strategi hitung using doubles, strategi hitung skip counting, strategi hitung jumping, strategi hitung compensation, strategi hitung bridging through ten, strategi hitung splitting, dan strategi hitung pen and paper.

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References

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Ashcraft, M. H. (1985). Is it farfetched that some of us remember our arithmetic facts? Journal for Research in Mathematics Education, 99–105.

Ashcraft, M. H., & Fierman, B. A. (1982). Mental addition in third, fourth, and sixth graders. Journal of
Experimental Child Psychology, 33(2), 216–234.

Beishuizen, M. (1993). Mental Strategies and Materials or Models for Addition and Subtraction up to 100 in Dutch Second Grades. Journal for Research in Mathematics Education, 24(4), 294. https://doi.org/10.2307/749464

Beishuizen, M., Van Putten, C. M., & Van Mulken, F. (1997). Mental arithmetic and strategy use with indirect number problems up to one hundred. Learning and Instruction, 7(1), 87–106.

Bobis, J., Clarke, B., Clarke, D., Thomas, G., Wright, B., Young-Loveridge, J., & Gould, P. (2005). Supporting teachers in the development of young children’s mathematical thinking: Three large scale cases. Mathematics Education Research Journal, 16(3), 27–57.

Carpenter, T. P., Franke, M. L., Jacobs, V. R., Fennema, E., & Empson, S. B. (1998). A longitudinal study of invention and understanding in children’s multidigit addition and subtraction. Journal for Research in Mathematics Education, 3–20.

Carpenter, T. P., & Moser, J. M. (1984a). The acquisition of addition and subtraction concepts in grades one through three. Journal for Research in Mathematics Education, 179–202.

Carpenter, T. P., & Moser, J. M. (1984b). The Acquisition of Addition and Subtraction Concepts in Grades One through Three. Journal for Research in Mathematics Education, 15(3), 179. https://doi.org/10.2307/748348

Carraher, D. W., Schliemann, A. D., Brizuela, B. M., & Earnest, D. (2006). Arithmetic and algebra in early mathematics education. Journal for Research in Mathematics Education, 87–115.

Cooke, H. (2001). Primary Mathematics (Vol. 2). SAGE.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

DeStefano, D., & LeFevre, J. (2004). The role of working memory in mental arithmetic. European Journal of Cognitive Psychology, 16(3), 353–386.

Freudenthal, H. (2012). Mathematics as an educational task. Springer Science & Business Media.

Geary, D. C., Hoard, M. K., Byrd-Craven, J., & DeSoto, M. C. (2004). Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. Journal of Experimental Child Psychology, 88(2), 121–151.

Greeno, J. G. (1991). Number sense as situated knowing in a conceptual domain. Journal for Research in Mathematics Education, 170–218.

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Hope, J. A., & Sherrill, J. M. (1987). Characteristics of unskilled and skilled mental calculators. Journal for Research in Mathematics Education, 98–111.

Kamii, C., Lewis, B. A., & Kirkland, L. (2001). Manipulatives: When are they useful? The Journal of Mathematical Behavior, 20(1), 21–31.

Kamii, C., Lewis, B. A., & Livingston, S. J. (1993). Primary arithmetic: Children inventing their own procedures. Arithmetic Teacher, 41(4), 200–204.

Karlsson, C., & Johansson, E. (2018). MATEMATIKUNDERVISNING I SUBTRAKTION: En litteraturstudie om undervisning, metoder och strategier i subtraktion.

Macintyre, T., & Forrester, R. (2003). Strategies for mental calculation. Proceedings of the British Society for Research into Learning Mathematics, 23(2), 49–54.

McIntosh, A., Reys, B. J., & Reys, R. E. (1992). A proposed framework for examining basic number sense. For the Learning of Mathematics, 12(3), 2–44.

Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis: A sourcebook of new methods. In Qualitative data analysis: a sourcebook of new methods. Sage publications.

Miller, S. P., & Kaffar, B. J. (2011). Developing Addition with Regrouping Competence among Second Grade Students with Mathematics Difficulties. Investigations in Mathematics Learning, 4(1), 24–49.
https://doi.org/10.1080/24727466.2011.11790308

Moelong, J. (n.d.). Lexy. 2002. Metodologi Penelitian Kualitatif.
Principles, N. (2000). standards for School mathematics. Reston, Va: NCTM.

Reys, B. J. (1985). Mental Computation. Arithmetic Teacher, 32(6), 43–46.

Reys, R. E. (1984). Mental computation and estimation: Past, present, and future. The Elementary School Journal, 84(5), 547–557.

Soedjadi, R. (2014). Inti Dasar – Dasar Pendidikan Matematika Realistik Indonesia. Jurnal Pendidikan Matematika, 1(2), 1–10. https://doi.org/10.22342/jpm.1.2.807.

Sowder, J. T. (1990). Mental computation and number sense. The Arithmetic Teacher, 37(7), 18.
Thompson, I. (1999). Mental calculation strategies for addition and subtraction: part 1. Mathematics in School, 28(5), 2–4. https://doi.org/10.1017/CBO9781107415324.004

Thompson, I. (2000). Mental calculation strategies for addition and subtraction: Part 2. Mathematics in School, 29(1), 24–26.

Treffers, A., & Goffree, F. (1985). Rational analysis of realistic mathematics education–the Wiskobas program. Proceedings of the Ninth International Conference for the Psychology of Mathematics Education, 2, 97–121.

Varol, F., & Farran, D. (2007). Elementary school students’ mental computation proficiencies. Early Childhood Education Journal, 35(1), 89–94.

Widaman, K. F., Geary, D. C., Cormier, P., & Little, T. D. (1989). A componential model for mental addition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15(5), 898.

Armanto, D. (2002). Teaching multiplication and division realistically in Indonesian primary schools: A prototype of local instructional theory. University of Twente [Host].

Ashcraft, M. H. (1985). Is it farfetched that some of us remember our arithmetic facts? Journal for Research in Mathematics Education, 99–105.

Ashcraft, M. H., & Fierman, B. A. (1982). Mental addition in third, fourth, and sixth graders. Journal of Experimental Child Psychology, 33(2), 216–234.

Beishuizen, M. (1993). Mental Strategies and Materials or Models for Addition and Subtraction up to 100 in Dutch Second Grades. Journal for Research in Mathematics Education, 24(4), 294. https://doi.org/10.2307/749464

Beishuizen, M., Van Putten, C. M., & Van Mulken, F. (1997). Mental arithmetic and strategy use with indirect number problems up to one hundred. Learning and Instruction, 7(1), 87–106.

Bobis, J., Clarke, B., Clarke, D., Thomas, G., Wright, B., Young-Loveridge, J., & Gould, P. (2005). Supporting teachers in the development of young children’s mathematical thinking: Three large scale cases. Mathematics Education Research Journal, 16(3), 27–57.

Carpenter, T. P., Franke, M. L., Jacobs, V. R., Fennema, E., & Empson, S. B. (1998). A longitudinal study of invention and understanding in children’s multidigit addition and subtraction. Journal for Research in Mathematics Education, 3–20.

Carpenter, T. P., & Moser, J. M. (1984a). The acquisition of addition and subtraction concepts in grades one through three. Journal for Research in Mathematics Education, 179–202.

Carpenter, T. P., & Moser, J. M. (1984b). The Acquisition of Addition and Subtraction Concepts in Grades One through Three. Journal for Research in Mathematics Education, 15(3), 179. https://doi.org/10.2307/748348

Carraher, D. W., Schliemann, A. D., Brizuela, B. M., & Earnest, D. (2006). Arithmetic and algebra in early mathematics education. Journal for Research in Mathematics Education, 87–115.
Cooke, H. (2001). Primary Mathematics (Vol. 2). SAGE.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

DeStefano, D., & LeFevre, J. (2004). The role of working memory in mental arithmetic. European Journal of Cognitive Psychology, 16(3), 353–386.
Freudenthal, H. (2012). Mathematics as an educational task. Springer Science & Business Media.

Geary, D. C., Hoard, M. K., Byrd-Craven, J., & DeSoto, M. C. (2004). Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. Journal of Experimental Child Psychology, 88(2), 121–151.

Greeno, J. G. (1991). Number sense as situated knowing in a conceptual domain. Journal for Research in Mathematics Education, 170–218.

Herman, T. (2001). Strategi mental yang digunakan siswa sekolah dasar dalam berhitung. Jurusan Pendidikan Matematika Univeristas Pendidikan Indonesia. Disajikan Dalam Seminar Nasional Pendidikan Matematika Di Universitas Negeri Yogyakarta Tanggal, 21.

Hope, J. A., & Sherrill, J. M. (1987). Characteristics of unskilled and skilled mental calculators. Journal for Research in Mathematics Education, 98–111.

Kamii, C., Lewis, B. A., & Kirkland, L. (2001). Manipulatives: When are they useful? The Journal of Mathematical Behavior, 20(1), 21–31.

Kamii, C., Lewis, B. A., & Livingston, S. J. (1993). Primary arithmetic: Children inventing their own procedures. Arithmetic Teacher, 41(4), 200–204.

Karlsson, C., & Johansson, E. (2018). MATEMATIKUNDERVISNING I SUBTRAKTION: En litteraturstudie om undervisning, metoder och strategier i subtraktion.

Macintyre, T., & Forrester, R. (2003). Strategies for mental calculation. Proceedings of the British Society for Research into Learning Mathematics, 23(2), 49–54.
McIntosh, A., Reys, B. J., & Reys, R. E. (1992). A proposed framework for examining basic number sense. For the Learning of Mathematics, 12(3), 2–44.

Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis: A sourcebook of new methods. In Qualitative data analysis: a sourcebook of new methods. Sage publications.

Miller, S. P., & Kaffar, B. J. (2011). Developing Addition with Regrouping Competence among Second Grade Students with Mathematics Difficulties. Investigations in Mathematics Learning, 4(1), 24–49. https://doi.org/10.1080/24727466.2011.11790308

Moelong, J. (n.d.). Lexy. 2002. Metodologi Penelitian Kualitatif.
Principles, N. (2000). standards for School mathematics. Reston, Va: NCTM.

Reys, B. J. (1985). Mental Computation. Arithmetic Teacher, 32(6), 43–46.

Reys, R. E. (1984). Mental computation and estimation: Past, present, and future. The Elementary School Journal, 84(5), 547–557.

Soedjadi, R. (2014). Inti Dasar – Dasar Pendidikan Matematika Realistik Indonesia. Jurnal Pendidikan Matematika, 1(2), 1–10. https://doi.org/10.22342/jpm.1.2.807.

Sowder, J. T. (1990). Mental computation and number sense. The Arithmetic Teacher, 37(7), 18.
Thompson, I. (1999). Mental calculation strategies for addition and subtraction: part 1. Mathematics in School, 28(5), 2–4. https://doi.org/10.1017/CBO9781107415324.004

Thompson, I. (2000). Mental calculation strategies for addition and subtraction: Part 2. Mathematics in School, 29(1), 24–26.

Treffers, A., & Goffree, F. (1985). Rational analysis of realistic mathematics education–the Wiskobas program. Proceedings of the Ninth International Conference for the Psychology of Mathematics Education, 2, 97–121.

Varol, F., & Farran, D. (2007). Elementary school students’ mental computation proficiencies. Early Childhood Education Journal, 35(1), 89–94.

Widaman, K. F., Geary, D. C., Cormier, P., & Little, T. D. (1989). A componential model for mental addition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15(5), 898.
Published
2020-07-02
How to Cite
Sasmita, F., & Mariana, N. (2020). Strategi Hitung dalam Aktivitas Pembelajaran Penjumlahan dan Pengurangan. Jurnal Cendekia : Jurnal Pendidikan Matematika, 4(2), 548-561. https://doi.org/10.31004/cendekia.v4i2.272
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