Research Article
Multiplication VS Inverse Division Strategy in Grade V Elementary School Students
@INPROCEEDINGS{10.4108/eai.19-7-2021.2313549, author={Vembe Andy Romaeta and Mugi Rahayu and Nofita Sari and Ahmad Ahmad}, title={Multiplication VS Inverse Division Strategy in Grade V Elementary School Students}, proceedings={Proceedings of the 1st International Conference on Social Sciences, ICONESS 2021, 19 July 2021, Purwokerto, Central Java, Indonesia}, publisher={EAI}, proceedings_a={ICONESS}, year={2021}, month={11}, keywords={division multiplication students' ability}, doi={10.4108/eai.19-7-2021.2313549} }- Vembe Andy Romaeta
Mugi Rahayu
Nofita Sari
Ahmad Ahmad
Year: 2021
Multiplication VS Inverse Division Strategy in Grade V Elementary School Students
ICONESS
EAI
DOI: 10.4108/eai.19-7-2021.2313549
Abstract
Researchers conduct this study is based on a desire to explore the ability to count ‘porogapet’ and other aritmatika students in sixth-grade primary school, especially in the strategy division of the inverse of multiplication. The background so that teachers can guide students to develop their abilities and skills to overcome the problems they face. The type of data used is secondary data. The data collection method is a literature study. The method that will be used for this study is a literature study. Study results that the ability of students to count porogapet and other arithmetic problems with the inverse division approach of multiplication requires the ability to understand the concept of multiplication properly and correctly. The teacher must present it in an enjoyable, iconic, and symbolic way. The application of the inverse division strategy of multiplication has implications for increasing competence, namely : (1) being creative in problem-solving, (2) being able to connect between concepts, (3) being able to explore promissory notes, (4) being able to connect in two directions (reversible). The researcher conducted this study based on the desire to explore whether counting porogapet and other arithmetic could use the strategy of dividing the opposite of multiplication? And what are the implications for the numeracy skills of grade V elementary school students, especially in the inverse division of multiplication.
