International Journal of Engineering & Technology, 5 (x) (2017) xxx-xxx

International Journal of Engineering & Technology

Website: www.sciencepubco.com/index.php/IJET
doi:
Research paper, Short communication, Review, Technical paper

Design of Pop Up Book based on Realistic Mathematics

Education Approach to Improving Spatial Ability Students of
Class VIII Junior High School
Bustanika Luthfi H1*, Suparman2
1,2
Master of Mathematics Education Ahmad Dahlan University, Indonesia
*Corresponding author E-mail:luthfiharisna@gmail.com

Abstract

This study aims to design teaching materials in the form of pop up books based on Realistic Mathematics Education (RME) to improve
students' ability in a three-dimensional material. This type of research is the development research (Research and Development) with the
ADDIE model. This study discusses the design stage. The subjects of this study were teachers and students of eight-grade of
Muhammadiyah Pleret Junior High School (MBS), Yogyakarta. The research data was obtained by interviewing to describe students'
needs, and learning information used, as well as document analysis to analyze curriculum, learning materials, and teaching materials.
Data analysis techniques use qualitative analysis. This study produced a pop-up book design that was in accordance with the analysis of
student needs, student characteristics, curriculum, materials, learning methods, and teaching materials. Pop up books are designed based
on RME and are designed to improve students' spatial abilities. This research can be developed at the development, implementation, and
evaluation.

Keywords: Pop up book, RME, spatial ability.

Copyright © 2016 Authors. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted
use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright © 2016 Authors. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted
use, distribution, and reproduction in any medium, provided the original work is properly cited.

1. Introduction
Spatial ability is the ability to
manipulate and rotate an object
mentally in solving geometry
problems in three dimensions
and the ability to imagine the
shape of an object from
different perspectives
solving geometric problems
[1]. Linn and Petersen [2]
classify spatial abilities into
three categories, namely
spatial perception, mental
rotation, and spatial
visualization. In the [2] it was
also stated that each student
must try to develop his spatial
abilities in understanding the
relation and nature
geometry to solve
mathematical problems in
everyday life. Spatial ability is
also very closely related to
academic practice, especially
mathematics. [3] states that
good spatial ability can help in
understanding mathematical
concepts. Using spatial
examples such as making
charts or graphs can help
children master mathematical
concepts. Thus the importance
of spatial ability so that all of
us, especially teachers, are
required to give more attention
so that students have good
spatial abilities.
In the standard content of
elementary and secondary
education mathematics
subjects [4], it has been
mentioned that mathematics
lessons need to be given to
students from starting
elementary school to equip
students with the ability to
think logically, analytically,
systematically critical, creative
and innovative. And its
existence can help
economic, social, and natural
problems. This is
accordance with the 2013
curriculum to prepare human
beings who are creative and
innovative. One branch of
mathematics that is taught
from elementary school to
college and has a high level of
abstractness is geometry [5].
Geometry is the key to
understanding nature and all its
forms in the world. According
to Kartono (2012) in [6],
geometry is the presentation of
abstractions from visual and
spatial experiences, such as
Copyright © 2016 Authors. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted
use, distribution, and reproduction in any medium, provided the original work is properly cited.
understand the concept of human activity (Freudenthal in
fields, patterns, measurements, building space properly [12]. [14], [15], [16]). RME is a
From the explanation above, it mathematical learning
and mapping. Geometry helps
in the formation of memory, is very important for approach that uses contextual
researchers to provide problems so that teachers can
namely concrete objects
solutions in mathematics equip students with logical,
become abstract. According to
learning, especially the analytical, systematic, critical
[7], one standard given
material of building space and creative thinking skills and
geometry in schools is so that
because most students assume student cooperative skills can
children can use visualization,
that the matter of building be achieved [17]. In general,
have spatial reasoning abilities
in space tends to be abstract and the RME approach consists of
and geometric modeling for
far from everyday life. five characters, namely: the
problem-solving. Therefore it
Coupled with the students' low use of the real context, the use
is clear that spatial ability is
spatial abilities students will of the model, the association of
very important in
have difficulty in solving within and between
understanding geometry.
problems related to building mathematical topics, the use of
Spatial ability is also very
space. Therefore, researchers interactive methods, and
closely related to academic
provide solutions to improve respecting variations in
achievement, especially
the spatial ability of students answers and student
mathematics. [8], [9] found
so that students are easier to contributions [18]. While [19]
that there was a positive
solve problems related to said that RME has several
relationship between spatial
of building space by developing characteristics, namely:
ability and mathematics
teaching aids such as pop up students are more active in
learning achievement. [3] says
books. thinking, contexts and teaching
that with good spatial ability
Bluemel and Taylor in [11] materials directly related to the
can help in understanding
suggest that the notion of the school environment and
mathematical concepts.
pop-up book is a book that students, and the role of
Research on the difficulties
displays the potential for teachers is more active in
faced by students in learning
movement and its interaction designing teaching materials
mathematics is still a concern
through the use of paper as and LKS activities. Another
for researchers to date. One of
material for folds, rolls, opinion revealed 5
the focuses of the researchers
shapes, patterns or turns. characteristics of RME,
is the difficulty of students in
According to Umayah [12] a namely: using real-world
learning geometry.
pop up is an illustration that contexts, using models, using
Many studies state that most
when a page is opened, drawn, production and construction,
students at all levels have
or raised will appear levels using interactions, and using
misconceptions of geometric
with a three-dimensional linkages [20], [21]. From the
concepts [10]. Nizlel and
impression and make the various characteristics above,
Angel (2013) in [11] found
appearance of the book more the character of the RME that
that the overall difficulty
interesting, so the message will be used in the
experienced by students in
delivered will be easily development of teaching
learning geometry lies in the
understood by the reader. materials is the real world
matter of building space,
Whereas according to context, using models, using
namely difficulty in
Rahmawati (2012) in [13] production and construction,
understanding the meaning of
explains pop up book is a book and using interactive methods.
the words in the problem,
that has three-dimensional Based on the explanation
difficulty in changing words to
elements and can move when above, the researcher intends
in symbols or images,
the page is opened. From some to analyze the needs of
difficulty determining the
of the above meanings, it is mathematics learning teaching
concepts used, and the
clear that the pop-up book is a materials that are in
difficulty of applying concepts
book that displays the accordance with the
in mathematical calculations.
impression of three dimensions characteristics of students and
This problem also happened in
in in which there are elements of design teaching materials that
the Muhammadiyah Boarding
form and pattern that can give can improve spatial abilities.
School (MBS) in Yogyakarta
in a real picture of abstract The first part describes the
Pleret which had a low average
mathematical material in this introduction. The second part
value in building material.
case geometry. Pop up books describes the research method.
Based on information and
also make it easier for students The third chart presents the
experience from mathematics
to complete mathematical results of the research and the
teachers at MBS Pleret
material, especially geometry fourth part outlines the
Yogyakarta, students often
or building space [12]. conclusions.
make mistakes in calculations
In addition to teaching aids,
because many students are still
mathematics learning needs an
misrepresenting the writing 2. Method
approach that supports abstract
into the picture and vice versa,
concepts that seem real,
are still wrong in entering
namely by using the Realistic This type of research is
formulas and calculations. This
Mathematics Education (RME) research and development.
problem is because students
approach. The philosophy of According to (Sugiyono, 2012)
are more likely to memorize
RME is mathematics as a research and development
formulas and do not
methods are research methods
4 International Journal of Engineering & Technology
used to produce certain
products and test the
effectiveness of these products.
In the development of teaching
aids in the form of Pop Up
Book based on Realistic
Mathematics Education (RME)
in building material for class
VIII SMP / MTs using ADDIE
models as shown in Figure 1.
Fig. 1: ADDIE Model
The development stages are
analysis, design, development,
implementation, and
evaluation [22]. The subjects of
the trial in this study were
grade VIII students and
mathematics teachers at the
MBS Yogyakarta Pleret. This
research was limited to the
design stage to determine the
RME-based pop-up book
design, the subject of building
a flat side space. The data
analysis technique used is
qualitative data analysis. Data
retrieval is done by using non-
tests with research instruments
in the form of interviews,
observation, and document
analysis. Interviews were
conducted on teachers and
students to find out data about
students 'needs for RME-based
pop-up books and students'
understanding of the concept
of building space. Observation
is done to find out the
characteristics of students and
learning methods in the
learning process. While the
document analysis was carried
out to analyze the curriculum,
learning materials, and
teaching materials used. The
data obtained is used as a
reference in the development
of RME-based pop-up books.
3. Result and
discussion
In this study, the results and
discussion contained a understand the concept of
description of the analysis and
design stages because this
study was only limited to the
design stage.
3.1. Analysis
At this stage, an analysis of the
needs and requirements of the
Pop Up Book development is
carried out. At this stage there
are several analyzes, namely:
3.1.1. Analysis of the
curriculum, teaching
materials, and learning
materials
The curriculum used in MBS
Pleret Yogyakarta is the 2013
curriculum. Based on the
Minister of National Education
Regulation R1 number 41 of
2007 concerning Process
Standards, mandates that the
learning process should be
carried out through a process
of exploration, elaboration, and
confirmation. These three
types of processes are
characteristic of RME.
According to interviews with
teachers on SBM, the material
for building teacher rooms
uses LKS as teaching material
and uses conventional methods
for learning. Regarding
curriculum, the LKS is in
accordance with KI, KD along
with indicators of its
achievement. However, LKS
only displays two-dimensional
elements while for space-
building material whose
essence has three-dimensional
elements, a prop that displays
these elements is needed and
supports existing teaching
materials (LKS).
3.1.2. Analysis of learning
methods
Regarding methods,
conventional learning methods
are also not able to help
students in understanding the
concept of building space
because there is no real
approach to objects that are
learned and impressed with
everyday life. The analysis of
the learning method resulted in
the thought that the need for
RME-based Pop Up Book was
to facilitate students in
imagining space-building
objects that had three-
dimensional elements so
students would be easier to
building space and
understanding the problems to
solve it.
3.1.3. Analysis of student
characteristics
Based on the observations of
the eighth-grade students of
Pleret Middle School, the first
students were less interested in
learning mathematics so
students were less focused and
less concentrated on learning.
Second, when the teacher
explains the lesson, some
students do not pay attention to
the lesson, for example,
students tell stories with their
peers, some students sleep, and
there are students who are busy
with their own activities.
Third, students only hear
explanations from the teacher
so students are not active in the
process of learning. Based on
the characters found, the
researcher needs to use an
approach that is able to
encourage students to be
active, students can explore,
and students can find their own
ideas. Therefore, the RME
approach was chosen because
it fits these characteristics.
3.1.4. Analysis of student
needs
Based on information obtained
from interviews with some
eighth-grade students of the
Muhammadiyah Boarding
School (MBS) Middle School,
when learning mathematics,
they felt bored because
learning tended to be
monotonous and there was
nothing new. Students and
teachers are only motivated by
market-bought LKS containing
subject matter, sample
questions, and practice
questions. Plus, the worksheets
used are less attractive, very
few contain elements of
images and colors so that it
adds to student boredom and
reduces students' interest in
learning. From student
interviews, students were also
less able to understand the
concept of building space
because students claimed to
have difficulty in imagining a
building that was not real. For
this reason, students need
something tangible to study
mathematics that seems
abstract, especially in the
matter of building space and
supported by a realistic
approach as well. Students also
need something interesting and
seemingly alive so learning
becomes more fun. From the
analysis of the needs of these
students, researchers wanted to
develop a teaching aid to
complement and support the
existing LKS in the form of a
Pop Up Book featuring three-
dimensional elements based on
the RME approach.
3.2. Design
At this stage, the design
activities are carried out in the
form of drafting in developing
an RME-based Pop Up Book.
In making the Pop Up Book it
is divided into three parts [23]
which are shown in Figure 2
below.
Fig. 2: An arrangement of the Pop
Up Book section
The design of this book uses
pop-up techniques as one of
the unique and distinctive
features of this book. The pop-
up technique used in this book
is three dimensions and lift the
flap. Initially Lift the flap was
a technology created from
paper material that was able to
become a means for medical
staff to explain how the
anatomy of the human body,
before the existence of more
sophisticated technology like
today. Lift the flap has become
increasingly developed with
the strength of the technical
characteristics that have
always been maintained. The
benefits are big, indirectly the
activity of viewing, opening
and closing images on the lift
the flap can train motoric
development in children [24].
3.2.1. Opening part
International Journal of Engineering & Technology
The opening part of the pop-up
book contains the cover, table
of contents, introduction, and
instructions for use. This
section is compiled based on
the results obtained from
interviews and observations
made to students. The opening
section, especially the cover
section, is arranged as
interestingly as possible so that
students feel attracted to the
pop-up book and feel happy in
the learning done. The opening
part of the pop-up book is
shown in Figure 3.
Fig. 3: Cover
The cover is designed with a
blue background and with
images of several buildings in
it. Building drawings were
chosen because they matched
the approach used, namely
RME. The RME approach
refers to something tangible so
that the construct of this space
uses the buildings around us.
For other opening parts, see
Figure 4.
Fig. 4: Introduction
The colors used for the
introduction of the background
are adjusted to the color of the
cover used. For the table of
contents can be seen in Figure
5.
Fig. 5: Table of content
In the table of contents, the
book design used is the lift the
flap technique. If the paper in
each chapter is opened, you
will see a list of pages that
correspond to the chapter.
3.2.2. Content section
The contents section contains
chapter titles, basic
competencies, core
competencies, achievement
indicators, learning activities
steps, building three-
dimensional space using three-
dimensional pop-up
techniques, material, and
problem training. In the
contents section, the
characteristics included in the
RME approach are the real-
world context, using models,
using production and
construction, and using
interactive methods. The real
world context is the
presentation of mathematics,
not an abstraction but rather it
is presented in a real or
everyday way. In the use of the
real world context, the material
of building space is presented
with objects in the real world
that are cuboid, beam, prism
and pyramid. Of course, the
buildings are in the form of
three dimensions. On the
characteristics of the use of the
model, this book presents
various models of building
space so students can
immediately understand the
various types of building space
in the real world and everyday
life. Production and
construction mean making and
building that is students make
and build their own
knowledge. In the use of
production and construction
students are asked to find any
flat sheet that forms a building
space and how to calculate the
area of space and its
combination. In this section,
the design uses the lift the flap
technique which is used as
feedback for students' answers.
If students want to know the
correct answer, the students
open the paper and the correct
answer will appear. Students
are also asked to determine the
size of the combined space in
the form of objects in real life
presented in this book, for
example, houses, tents, towers,
and others. This book also
presents problem exercises that
are designed to be done in
groups so that in this book
characters from RME will
emerge that are using methods
of interaction or collaboration.
The interaction referred to here
is how students from one
another work together to solve
a problem. The contents
section in this pop-up book can
be seen in the following
picture.
Fig. 6: Title of the material
The title of the chapter consists
of KI, KD, indicators, learning
objectives, and learning
activities. The pop-up concept
used can be seen in Figure 7.
Fig. 7: Concepts
The concept of the pop-up
book used is a three-
dimensional pop-up and lift the
flap. In this pop-up book, there
will be a number of buildings
such as tents, towers made of
building stacked rooms,
houses, and bathtubs. In each
wake, students are asked to
analyze what kind of space that
composes a building and
determines the surface area of
the buildings by calculating the
5
area of the flat building visible
on the surface. That way
students will find for
themselves the concept of
building surface area,
especially the surface area to
build a combined space. The
next concept, problem training
can be seen in Figure 8.
Fig. 8: Concepts
Question exercises are made
abstract without cooling the
object directly but only using
words. This is to train students'
spatial abilities in imagining
objects that are abstract.
3.2.3. Closing section
The closing section of the pop-
up book consists of a glossary
and bibliography. This research
is limited only to the defining
stages. However, to be clearer
about the stages in ADDIE, it
will be continued at the next
stage, namely the development
stage.
4. Conclusions
This research produced a pop-
up book design that was
designed based on curriculum
analysis, material, learning
methods, teaching materials,
student characteristics, and
student needs so as to produce
a pop-up book design based on
Realistic Mathematics
Education (RME). This pop-up
book based on the RME
approach aims to improve
students' spatial abilities. The
components of the pop-up
book design consist of a cover,
introduction, table of contents,
usage instructions, basic
competencies, core
competencies, achievement
indicators, three-dimensional
space development, and
problem training. This pop-up
book contains the
characteristics of RME,
namely the real-world context,
using models, using production
and construction, and using
interactive methods. To
6 International Journal of Engineering & Technology

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