APPLICATION OF DIVISION LEARNING DESIGN AS SUPPORTING THE NUMERATION LITERACY ABILITIES OF CLASS IV B STUDENTS

Abstract

Students experience difficulties in understanding and solving questions about stories, the operational ability to count the divisions of the students is still low, some students speak for themselves, do not focus when learning, the students are also less ideal in applying the mathematical concepts given in everyday life, and not only that it needs to improve literacy numeration skills of the learners still have room for improvement. The purpose of this research is to describe students responses to the division learning design that support students literacy numeration abilities, and to describe students literacy numeration abilities after learning using the learning design that has been designed. This type of research uses descriptive qualitative research, the research population is class IV B, totaling 36 students. The result of this research indicate that the application of division learning design as a support for numeracy literacy skills in learning is quite effective and acceptable to students. Enthusiastic and happy response from students in the process of learning activities. Students literacy numeration skills increase as the learning activities meet, from the beginning where some students are not yet capable to being able and very capable as the learning activities meet. It can be concluded that the application of the learning design offered can support students literacy numeration abilities. Teachers can apply the learning design offered or develop these learning innovation in the classroom. The use of concrete learning media with images can be a learning alternative to help students understand the learning material.