ENGLISH PAPER

AN ANALYSIS OF THE MATH LEARNING ACHIEVEMENT

ABOUT ROMAN NUMBERS THE TANDUR STRATEGY

Disusun untu Memenhi tugas Mata Kuliah Bahasa Inggris

Dosen Pengampu : Dr. Ratna Dewi Kusumaningtyas, MT.

Disusun oleh :
Kelompok 4
FARIDA EL HIRO

0103516016

DESI SETIYADI

0103516050

ALFANY RAHMAN Y

0103516104

PRODI PENDIDIKAN DASAR PENDIDIKAN MATEMATIKA

PROGRAM PASCASARJANA
UNIVERSITAS NEGERI SEMARANG
2016

AN ANALYSIS OF THE MATH LEARNING ACHIEVEMENT

ABOUT ROMAN NUMBERS THE TANDUR STRATEGY
Farida El Hiro1, Desi Setiyadi2, Alfani Rahman Y3
PRODI PENDIDIKAN DASAR PENDIDIKAN MATEMATIKA
FAKULTAS PASCASARJA
UNIVERSITAS NEGERI SEMARANG

ABSTRACT
Mathematics is one of the basic subjects that are taught to students. Based on the
observations, it is still many students who found it difficult mathematic. It has negative
impact to the students themselves like lazy to studyand there achievement is low. Amount
the difficult material is roman numbers. The roman numbers is a material that aims to
make students able to understand the symbols of a figure. However, in fact there are many
students who do not understand. The results showed the influence TANDUR strategy
towards mathematics achievement roman numbers. In addition, the use of TANDUR
strategy can enhance the knowledge and skills of teachers in preparing lesson plans with
allow students to construct their own knowledge. Using TANDUR because in accordance
with the background and assist students in understanding mathematical concepts.
Keywords: Achievement, Roman Numbers, Strategy TANDUR.
1. Introduction
2. Mathematics is a science that requires a high logical thingking skill. Math
of funda to those who studies it. Time by time, math becomes a developed science,
because math is a basic science that must be learned, in order to understand the other
applied sciences. However, at the elementary school, there are many problems in
student proficiency. Trends in International Mathematics and Science Study (TIMSS)
showed that level of math ability of 4-6 grades students of elementary school in
Indonesia is rank 38 out of 42 countries. Its mean that the students' skill levels and
math learning achievement are still low compared with other country.
3. Now a days, many students believe that math is a difficult subject, so it
makes students lazy to learn and it has an negative impact on math learning
achievement. The element of the math symbols and numbers are useful to help
students understand the material, so it can be apply in a real life. One of them is the
symbol of the roman which is a matter of math that is filled with symbols and
numbers. Roman numbers are also often used in life, usually a roman numbers is used

to distinguish the class level and other. The fact, there are many students who have
find difficulty in applying the roman numbers.
4. According to Jenning and Dunne (in Prahmana, 2010), most students have
difficulty in applying math in real life situations. According to Soedjadi (in Soviawati,
2011) processes or activities in associating math ideas with real life experiences will
make it easy for children to understand and the learning will become more meaningful.
This is because teachers in math learning in the classroom do not associate with a
scheme that has been owned by the students, so that students are given a less
opportunities to discover and to construct their own math ideas that are being or
having been studied.
5. In accordance with the above explanations, it can be seen that math learning
difficulties happened on student, because the learning strategies is not effective and it
is not match with the student characters. Teachers only focus how on presenting the
learning materials with a set time and how the students are able to solve problems.
The learning strategies is not affective. In based of with these explanations, it can be
concluded that learning strategies becomes one of the most important things in the
process of improving math achievement. Therefore, in this case I will discuss with
regard to the analysis of TANDUR learning methods in improving math achievement,
especially on the roman material on fourth grade. TANDUR method is adopted from
the model quantum teaching and it is an abbreviation of the term of TANDUR =
Grow, A = Natural, N = Named, D = Demonstrate, U = Repeat, and R = Celebrate.
6.

Achievement of Learning
7. According to Arifin (2013), learning achievement is a perennial problem in
human history, because the whole human life always teach to get achievement based
on their sector and capabilities. Susanto (2014) showed the learning achievement is a
result of a learning activity that has been done, created, either individual or in groups,
the achievement has never produced as long as someone does not do the activity.
Based on the their opinion, it can be concluded that the learning achievement to be
suppourt for students to improve science, so can students are able to provide feedback
to improve the quality of education.
2.1
8.

Roman Numbers

Roman numeral emblem which has 7 pieces:

9. Nu

10. Sym

boliz

be
rs
11. I
13. V
15. X
17. L
19. C
21. D
23. M

es

12. 1
14. 5
16. 10
18. 50
20. 100
22. 500
24. 1000
2.2The Rules of Reading Roman Numeral
1)
Addition
25. Addition rule is used when reading number symbols written sequentially
getting to the right is smaller or equal.
26. Example:
27. III = I + I + I = 1 + 1 + 1 = 3
28. So, III is 3
29. XVIII = X + V + I + I + I = 10 + 5 + 1 + 1 + 1 = 18
30. So 18 is XVIII.
31. Notice : The symbol of the same basic numbers can only be written
sequentially three times.
32. Example:
33. Incorrect Writing.
34. IIII = I + I + I + I = 1 + 1 + 1 + 1 = 4
2) Reduction
35. Reductions rules are made when encounter symbol is smaller to the left of
the symbol of a bigger number. Emblem numbers at most one point deduction,
which means the symbol of numbers should not be written sequentially. The
symbol of Vand X can only be reduced by I, the symbol of L and C can only be
reduced by X, the symbol D and M can only be reduced by C.
36. Example:
37. IV = V - I = 5-1 = 4
38. So, IV read is 4.
39. XL = L - X = 50-10 = 40
40. So, XL is 40.
3) Combined
41. Combined rules is a merger of the addition rules and reduction. Reduction is
precedence than the sum.
42. Example:
43. XIV = X + (V - I) = 10 + (5-1) = 10 + 4 = 14
44. So, XIV is 14.
45. MCDXI = M + (D - C) + X + I
46. = 1000 + (500-100) + 10 + 1
47. = 1000 + 400 + 10 + 1 = 1411. So, MCDXI is 1411.
4) Writing roman numbers
48. Steps write roman numbers:

1) Change the chopped number into long form.

2) Change every form in step 1 becomes the symbol of a roman numeral.
3) Combine the symbol of the roman numeral that has been obtained.
49. Example:
50. 369 = 300 + 60 + 9 = CCC + LX + IX = CCCLXIX
51. Thus, the symbol of the Roman numeral 369 is CCCLXIX.
52.

Astuti (2014: 63-72)

53. Quantum Teaching

54.

According to DePorter, et al, (2014), quantum teaching is a learning

model developed by a departement of knowledge and methodology, who used in the

design, presentation and facilitation SuperCamp. Quantum teaching covers specific
instructions to create an effective learning environment, designing curriculum,
delivering content and facilitating the learning process. According to Brophy (2010),
learning is fun and exciting, at least when curriculum is well matched to students
interests and abilities and the teachers emphasizes hand on activities. When you
teach the right things the right way, motivation take care of itself.
55.
Based on the above oppinion, it can be concluded that learning is
fun and interesting, at least when a good curriculum that is appropriate to the
student's interests and abilities of students and teachers emphasize the learning
activity. When teachers teach the right things at the right way, students will be
motivated.
56.

Here is an explanation of TANDUR strategy that can provide

interesting and fun on the learning. According to DePorter, et al, (2014), the learning
process has in quantum teaching framework design is known as TANDUR that have
meaning T = Tumbuhkan or Grow, A = Alami or Natural, N = Namai or Name, D
=Demonstrate, U = Ulangi or Repeat, and R = Rayakan or Celebrate. Here is a
review about TANDUR (DePorter, et al, 2014: 39):
1)

Tumbuhkan or growing means to get satisfication "what is the benefit for

me!", and the benefit for student life.

2)
Alami or natural means to create or to bring general experience that can be
understood by all students.
3)
Namai or name means to provide keyword, models, formulas, strategies, an
"input".
4)
Demonstrate means provide opportunities for students, showing that they
know".
5)
Ulangi or repeat means show students ways to repeat the matter and
asserted, "I know that I do know this."

6)

Rayakan or celebrate means recognize to finish, to participate, and to get

skills and knowledge.

57. Discussion, result, and recomendation
58.

Based on the results of the analysis, TANDUR strategy presented in

roman numbers has 6 steps there are T = Tumbuhkan or Grow, A = Alami or Natural,
N = Namai or Name, D =Demonstrate, U = Ulangi or Repeat, and R = Rayakan or
Celebrate.
59. Quantum
Learning
Framework
61. Tumbukan
(Grow)
63. Alami
(Experience)

65. Namai (Name)

67. Demonstrasikan
(Demonstrate)

69. Ulangi (Repeat)

71. Rayakan
(Celebrate)

73.

60. The activities conducted by the teachers

and students

62. Teachers give apersepsi by the benefits of

learning materials that will be done
64. The teacher presents the concept of using
the appropriate representation with the
background of the students and the students
construct knowledge based on his
experiences
66. The teacher provides the key words, short
instructions and minimal explanation of a
concept that learn.
68. Students show the ability to construct
knowledge or concept being discussed as
the answer to the question, worked,
communicate in front of the class or to
comment on the opinion of another friend.
70. Teachers give some exercises questions that
lead to the students to repeat the formation
of the concept that has been done
72. Students who demonstrate progress in
learning was awarded (reinforcement) by
teachers. In this study, researcher choose
verbal award.

The implementation of quantum learning with the conducted

representation is able to produce a quite good quality of learning process. It is proven

by two perspectives. First perspective is the improvement of knowledge and skill of
teachers in preparing the learning plan which allows students to construct knowledge
themselves since it is in accordance with their background (real situation they
experience). The situation chosen by teachers in the learning process is quite familiar
for students. This supports the finding that the daily experience is very important in
constructing a concept (Price, 1996; Civil, 1998; Binaja, 2000; Soejadi, 2000;

Zamroni, 2000). Besides, a proper representation will help students understand the
concept as a whole, so the students actively get involved in the learning. The
importance of representation in learning mathematics as above was also implied by
As'ari (2001).
74.

The second perspective is from the increasing quality of learning

process which can be viewed from the behaviour of children in teaching and learning
processes. In these two cycles, the behaviour of children in the teaching and learning
processes is quite good. The behaviour of these children viewed from the interaction
of children during the learning activity, bravery of children in asking/expressing
opinion, participation of children in the learning, motivation and enthusiasm of
children in the learning, attendance, relation among children, and relation between
children and teachers. A good student's behaviour develops in a natural atmosphere as
a result of their active cognitive involvement.
75.

Setiyadi in Pengembangan Lembar Kerja Siswa (LKS) Matematika

Lambang Bilangan Romawi Melalui Stategi TANDUR show that TANDUR strategy
to be able for romawi number learning. One sample t test to test Ho: = 60 or Ha:
60 with = 0.05. The significant value gained 0.000 < 0.05, so Ha is received,
which means there are significant student worksheet (LKS) mathematics emblem
roman numeral through TANDUR strategy towards mathematics achievement
emblem roman numeral with sticking KKM amounted to 60. Look at the picture of
the results of the calculation of one sample t test using SPSS.
76.
77.
78.
79.
80.
81.
82.
83.

Sundari

in

Penerapan

Pembelajaran

TANDUR

Untuk

Meningkatkan Aktivitas dan Prestasi Belajar Matematika Siswa show that Tandur
strategy can incrase the performent of students 5,2 %..

a. The advantages and disadvantages of the model of teaching Tandur strategy

presented prizes
84.

The advantages of this model of teaching TANDUR strategy presented

prizes:
1) TANDUR strategy preparation and teachers will be more creative in make lesson
2)
3)
4)
5)

plans.
The students actively observing, adjust between the theory with the reality.
Students become happy because invited directly on the real.
The lessons given by teachers easily accepted or understood by the students.
Appreciation in the TANDUR strategy makes the students have more spirit.

85. The lack of the model of teaching TANDUR strategy presented prizes :
1)
2)

The learning process becomes more long.

teacher become impatience in the transfer of knowlage, so often teachers ignore

3)

the little things that can cause the maximum not this strategy in learning.
Commissioning of teaching the culture of teaching and education and the
structure of the school organization and the structure of the lesson. If these
changes can be done strategy would be implemented TANDUR strategy
presented prizes with optimal results.
86.

Presented prizes method is a general strategy of learning that

can be applied in the environment the school environment (teaching) especially on

any student who wants the Roman numbers. Conceptually, quantum learning
methodology was like a breath of fresh air to the world of teaching in Indonesia for
the characteristic, principles, and his views were far more refreshing than on learning
methods that already exists.
87.

The TANDUR strategy presented prizes have characteristics of this

can be seen from the foundation of the theory that used, the result is hoped to create
multiple analytics, the pleasant and impressive, courage, meaningful in learning,
social democracy, planting the concept that stick from the results of doing,
investigation logical deduction and increase the motivation of students in learning,
revived interest and participation, increase understanding and power remember.
5. Suggestions
3.5 The method of learning TANDUR strategy presented prizes are still need to
be tested and examined more information. In its application in the classroom
environment/schools (teaching) demanded changes the patterns of thinking of the

commissioning of teaching the culture of teaching and education and the structure of
the school organization and the structure of the lesson. If these changes can be done
method would be implemented TANDUR presented prizes with optimal results.
3.6
3.7
3.8
3.9

3.10

References

3.11 Arifin, Z. (2013). Evaluasi Pembelajaran. Bandung : Remaja

Rosdakarya.
3.12 Astuti, Anna Yuni dan Miyanto. 2014. Matematika SBI untuk SD
dan MI Kelas IV. Klaten : PT Intan Pariwara.
3.13 Brophy, Jere. 2010. Motivating Studentsto Learn Third Edition.
New York and London : Routledge
3.14 Deporter, Bobbi.dkk. 2014.
Kaifa PT Mizan Pustaka

Quantum

Teaching.

Bandung

3.15 Hamdani. (2011). Strategi Belajar Mengajar. Bandung : CV Pustaka

Setia.
3.16

Prahman,.R.C.I. (2010). Permainan Tepuk Bergilir Yang Berorientasi

Konstruktivisme Dalam Pembelajaran Konsep KPK Siswa Kelas IV A Di SD N 21
Palembang. Jurnal Matematika UNSRI Volume 4 No 2

3.17 Setiyadi, Desi. 2015. Prosiding PGSD Universitas Muhammadiyah Purwokerto.

Purwokerto : UMP Press.
3.18 Susanto, A. (2014).Teori Belajar dan Pembelajaran di Sekolah
Dasar. Jakarta : Kencana.
3.19

Soviawati, E. 2011.Realistic Mathematics Approach (PMR) to increase Thinking

Ability of Students in ElementarySchool.Issue 2, 2011. Bandung.

3.20

TIMSS. 2012. International Student Achievement in Mathematics.

3.21

3.22