Material numerology or known as ari

Material numerology or known as arithmetic have been known and obtained by students ranging from primary school to secondary level even at high school level. But in fact there are students who are weak in arithmetic calculating material, whereas integer operations such as addition, subtraction, multiplication, and division is very helpful other subjects.
From the results of observations made by the author to provide questions integer multiplication on a class VII student turns after observation of students' work found several problems, among others: (1) of 15 questions that must be completed by the student, it turns out as many as 40% of students have not been able to resolve a given problem precisely and perfectly, and (2) students working on the addition, subtraction, and multiplication in a conventional manner so that it takes a very lama.Berdasarkan these observations, the authors try to use tools / props monographs and rods Napier as one variation penjumlalan learning, subtraction, and multiplication of integers. By using these tools is expected to attract students and to assist students' difficulties in learning addition, subtraction, and multiplication of integers, so that the students easier and more skilled in math without using a calculator.
Monographs and stem Napier was first discovered by a Scottish nobleman named John Napier (1550-1617). How it works quite see monographs props available without counting. How it works is very simple Napier rods that by translating the problem into a multiplication problem sum. The workings monographs and Napier rods can be seen in the illustration Figure 1.
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How to use monographs quite interesting. Create a straight line that passes through the line numbers a, b, and c, and students can calculate the exact integers. Rules of use are: (1) a + b = c, (2) c - a = b, and (3) c - b = a.
For example, if a = 3, b = -5, then to find the result of a + b so students only need to draw a straight line from the point on a number line 3 and line number at point b -5. results can be seen on the number line at point c -2.
To use the Napier rods, there are some things that need to be observed before performing the multiplication process. As an example: 36 × 45. Means necessary Numbers 36 horizontal bands containing the numbers 3 and 6. While number 45 requires a vertical tape that contains the numbers 4 and 5. For more details, see figure 2.
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CHAPTER III
RESEARCH PROCEDURES
This research was conducted at SMP Negeri 1 Kedokanbunder in class VII semester of academic year 2006/2007 which consists of three classes with a number of 120 students. Research conducted in August and September 2006.
This study was conducted according to the following steps: First, the preparatory phase. This stage consists of: (1) to report and ask for permission to the principal, (2) conduct observations of students with addition problems, subtraction, and multiplication of integers, (3) identify the problems of observation and action plan, (4) prepare the required facilities, and (5) developing evaluation instruments.
Second, the implementation phase. The implementation phase is divided into two cycles. The first cycle consists of the following activities: (1) implement the teaching and learning activities with the action on the use of monographs in addition and subtraction of integers, (2) monitor / guide the learning process, (3) provide about addition and subtraction of integers, (4) evaluate the implementation action, and (5) if the cycle is not the maximum initial result, then proceed with the second cycle. While the second cycle includes several activities, including: (1) implement the teaching and learning activities with the action on the use of stem Napier in integer multiplication, (2) guiding the learning process, (3) provide about integer multiplication, and (4) evaluating the implementation of the action . Stages study concludes with the preparation of the report.
Data collection techniques in action is to use questionnaires and tests. In this action questionnaire provided five alternative answers are Strongly Agree (SS), Agree (S), Regular (B), Disagree (D), and Strongly Disagree (STS). While the acquisition criterion scores of the questionnaire can be seen in Table 1.
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Tests are given in this action is a matter of completing a written test integer multiplication using monographs and Napier rods. The test is used to determine the student's skills in using monographs and rod action Napier at the end of each cycle.
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CHAPTER IV
RESULTS AND DISCUSSION
RESULTS
Cycle 1 was conducted with a focus on learning to use monographs. Learning activities to solve problems of addition and subtraction of integers using these monographs do against 3 classes totaling 120 students.
In this cycle, after the act, held the test to determine the level of student mastery of addition and subtraction of integers using monographs. Results obtained from tests conducted on three classes can be seen in Table 2.
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In the implementation of this cycle, the author was assisted by partner teachers in charge of conduct observations of learning activities. Based on these observations it is known that (1) the activities of teachers and students in learning activities are appropriate to the students motivated in learning activities, (2) the implementation of the action plan is appropriate, and (3) the response from both the students so as to create a fun learning environment.
While the results of the test students in solving addition and subtraction of integers found a problem that there are some problems that can not be solved by the students. This is because students have trouble with the monograph primarily for reduction. Another difficulty is that there is still a lack of appropriate student work because it is not accurate in seeing the positive or negative sign. And to overcome this difficulty conducted a second cycle.
In the second cycle, the authors implement student learning to overcome the difficulties in solving the problem at the beginning of the cycle, using Napier Rods for multiplication. Basic multiplication taken from the fields in the rod Napier. Previously students were instructed to observe the column on the stem Napier, then concluded multiplication patterns found in these columns.
Furthermore, to determine the extent of students' understanding and skills integer multiplication using stem Napier, students are given a test. The results of the test on the second cycle of this can be seen in Table 3.
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While the results of the questionnaire given to students in may result in Table 4.
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From the results of tests conducted at the beginning of the cycle to 3 classes can be argued that the average value of each class is good enough or can be said to have been skilled students use to complete monographs addition problems, subtraction, and multiplication of integers.
To help the student difficulties, used the way integer multiplication using Napier rods and ends with the final tests. Information obtained from these tests that the students obtained very satisfactory. Average value reached 84 students. This shows that students are more skilled in calculating a matter of addition, subtraction, and multiplication of integers using stem monographs and Napier.
While the views of the results of the questionnaire can be noted that: (1) many students are included in the criteria are very interested totaling 72 students, or 60%, (2) many students are included in the criteria of interest amounting to 31 students or by 25.83%, and ( 3) many students are included in the criteria cukupberminat totaling 17 students or by 14:17%. From the results of the questionnaire were not found in the category of students who are not interested and very interested.
By comparing the percentage of the student questionnaire results above, it can be said that the students were very interested and motivated to learn using integer multiplication and stem Napier monographs. This is because the students were delighted to learn while playing so that students do not feel bored during learning. In addition, students also had the pleasure of knowing any other way to solve the integer multiplication other than as long as they get.
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CHAPTER V
CLOSING
CONCLUSION
Based on the above results it can be concluded that the monographs and Napier rods can be used as a variation in learning addition, subtraction, and multiplication of integers so that the students get to know other ways to solve problems in addition to the conventional way of integers. In addition, based on the results of the questionnaire can be said that the use of monographs and Napier rods can motivate students in learning so as to improve students' skills in solving problems integers.
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ADVICE
From this study, the authors expect a few things, among others: (1) for the co-teacher of mathematics in particular, the author hopes to popularize monographs and Napier's rods as a variation in learning addition, subtraction, and multiplication of integers at the primary level and secondary level and (2) the teacher is always creative in the search for and find other interesting variasivariasi that students are always motivated to learn mathematics.
REFERENCES
Ministry of National Education. , 2004. Guidelines for Special Development Competency-Based Assessment System School Party,
ma. Jakarta: Ministry of National Education
Directorate of National Education. , 2003. Instructional Media (Scientific Writing and Research class action). Jakarta: Ministry of National Education
Djamarah, SB 1999. Achievement and Teacher Competencies. New York: National Business
Sobel, M. A & Maletsky. , 2002. Teaching Mathematics; A Sourcebook of Aids, Activities and Strategies. Translation by Suyono. New York: McGraw
Negoro, HB 2001. Encyclopedia of Mathematics 3rd Edition. Jakarta: Indonesian Ghalia
Suherman, E. 1994 Evaluation Process and Results of Learning Mathematics. Jakarta: Ministry of National Education

Hasil (Farsi) 1:

Material known as numerology or arithmetic have been known and Obtained by students ranging from primary school to secondary level even at the high school level. But in fact there are students who are weak in arithmetic calculating material, whereas integer operations such as addition, subtraction, multiplication, and division is very helpful of other subjects. From the results of observations made ​​by the author to provide questions integer multiplication on a class VII student turns after observation of students' work found Several problems, Among others: (1) of 15 questions that must be completed by the student, it turns out as many as 40% of students have not been Able to resolve a given problem precisely and perfectly, and (2) students working on the addition, subtraction, and multiplication in a conventional manner so that it takes a very lama.Berdasarkan Reviews These observations, the authors try to use tools / props monographs and rods Napier as one variation penjumlalan learning , subtraction, and multiplication of integers. By using Reviews These tools is expected to Attract students and to assist students' Difficulties in learning addition, subtraction, and multiplication of integers, so that the students Easier and more skilled in math without using a calculator. Monographs and stem Napier was first discovered by a Scottish Nobleman named John Napier (1550-1617). How it works quite see monographs props available without counting. How it works is very simple Napier rods that by translating the problem into a multiplication problem sum. The workings of monographs and Napier rods can be seen in the illustration Figure 1. . . How to use monographs quite interesting. Create a straight line that passes through the line numbers a, b, and c, and students can calculate the exact integers. Rules of use are: (1) a + b = c, (2) c - a = b, and (3) c - b = a. For example, if a = 3, b = -5, then to find the result of a + b so students only need to draw a straight line from the point on a number line 3 and line number at point b -5. results can be seen on the number line at point c -2. To use the Napier rods, there are some things that need to be observed before performing the multiplication process. As an example: 36 × 45. Means Necessary Numbers 36 horizontal bands containing the numbers 3 and 6. While number 45 requires a vertical tape that contains the numbers 4 and 5. For more details, see figure 2. . . . CHAPTER III RESEARCH PROCEDURES This research was conducted at SMP Negeri 1 Kedokanbunder in class VII of the semester of academic year 2006/2007, the which consists of three classes with a number of 120 students. Research conducted in August and September 2006. This study was conducted According to the following steps: First, the preparatory phase. This stage consists of: (1) to report and ask for permission to the principal, (2) conduct observations of students with addition problems, subtraction, and multiplication of integers, (3) identify the problems of observation and action plan, (4 ) prepare the required facilities, and (5) developing evaluation instruments. Second, the implementation phase. The implementation phase is divided into two cycles. The first cycle consists of the following activities: (1) implement the teaching and learning activities with the action on the use of monographs in addition and subtraction of integers, (2) monitor / guide the learning process, (3) provide about addition and subtraction of integers, (4) Evaluate the implementation of action, and (5) if the cycle is not the maximum initial result, then proceed with the second cycle. While the second cycle includes Several activities, Including: (1) implement the teaching and learning activities with the action on the use of stem Napier in integer multiplication, (2) guiding the learning process, (3) provide about integer multiplication, and ( 4) evaluating the implementation of the action. Stages study concludes with the preparation of the report. Data collection techniques in action is to use questionnaires and tests. Provided questionnaire in this action five alternative answers are Strongly Agree (SS), Agree (S), Regular (B), Disagree (D), and Strongly Disagree (STS). While the acquisition criterion scores of the questionnaire can be seen in Table 1. . . Tests are given in this action is a matter of completing a written test using integer multiplication monographs and Napier rods. The test is used to Determine the student's skills in using monographs and rod action Napier at the end of each cycle. . CHAPTER IV RESULTS AND DISCUSSION RESULTS Cycle 1 was conducted with a focus on learning to use monographs. Learning activities to solve problems of addition and subtraction of integers using Reviews These monographs do against three classes totaling 120 students. In this cycle, after the act, held the test to Determine the level of student mastery of addition and subtraction of integers using monographs. Obtained results from tests conducted on three classes can be seen in Table 2. . . In the implementation of this cycle, the author was assisted by partner teachers in charge of conduct observations of learning activities. Based on Reviews These observations it is known that (1) the activities of teachers and students in learning activities are Appropriate to the students motivated in learning activities, (2) the implementation of the action plan is Appropriate, and (3) the response from both the students so as to create a fun learning environment. While the results of the test students in solving addition and subtraction of integers found a problem that there are some problems that can not be solved by the students. This is Because students have trouble with the monograph primarily for reduction. Another difficulty is that there is still a lack of student work Appropriate Because it is not accurate in seeing the positive or negative sign. And to Overcome this difficulty conducted a second cycle. In the second cycle, the authors implement student learning to Overcome the Difficulties in solving the problem at the beginning of the cycle, using Napier Rods for multiplication. Basic multiplication taken from the fields in the rod Napier. Previously students were had instructed to Observe the column on the stem Napier, then concluded multiplication patterns found In These columns. Furthermore, to Determine the extent of students' understanding and skills integer multiplication using stem Napier, students are given a test. The results of the test on the second cycle of this can be seen in Table 3. . . While the results of the questionnaire given to students in may result in Table 4. . . From the results of tests conducted at the beginning of the cycle to 3 classes can be argued that the average value of each class is good enough or can be said to have been skilled students use to complete monographs addition problems, subtraction, and multiplication of integers. to help the student Difficulties, used the way integer multiplication Napier using rods and ends with the final tests. Information Obtained from Reviews These tests that the students Obtained very satisfactory. Average value Reached 84 students. This shows that students are more skilled in calculating a matter of addition, subtraction, and multiplication of integers using stem monographs and Napier. While the views of the results of the questionnaire can be Noted that: (1) many students are included in the criteria are very interested totaling 72 students, or 60%, (2) many students are included in the criteria of interest amounting to 31 students or by 25.83%, and (3) many students are included in the criteria cukupberminat totaling 17 students or by 14 : 17%. From the results of the questionnaire were not found in the category of students who are not interested and very interested. By Comparing the percentage of the student questionnaire results above, it can be said that the students were very interested and motivated to learn using integer multiplication and stem Napier monographs. This is Because The students were delighted to learn while playing so that students do not feel bored during learning. In addition, students Also had the pleasure of knowing any other way to solve the integer multiplication other than as long as they get. . CHAPTER V CLOSING CONCLUSION Based on the above results it can be concluded that the monographs and Napier rods can be used as a variation in learning addition, subtraction, and multiplication of integers so that the students get to know other ways to solve problems in addition to the conventional way of integers. In addition, based on the results of the questionnaire can be said that the use of monographs and Napier rods can MOTIVATE students in learning so as to improve students' skills in solving problems integers. . ADVICE From this study, the authors expect a few things , Among others: (1) for the co-teacher of mathematics in particular, the author hopes to popularize monographs and Napier's rods as a variation in learning addition, subtraction, and multiplication of integers at the primary level and secondary level and (2) the teacher is always creative in the search for and find other interesting variasivariasi that students are always motivated to learn mathematics. REFERENCES Ministry of National Education. , The 2004 Guidelines for Special Development Competency-Based Assessment System School Party, ma. Jakarta: Ministry of National Education Directorate of National Education. , 2003. Instructional Media (Scientific Writing and Research class action). Jakarta: Ministry of National Education Djamarah, SB 1999. Achievement and Teacher Competencies. New York: National Business Sobel, M. A & Maletsky. , 2002. Teaching Mathematics; A Sourcebook of Aids, Activities and Strategies. Translation by Suyono. New York: McGraw Negoro, HB 2001. The Encyclopedia of Mathematics 3rd Edition. Jakarta: Indonesian Ghalia Suherman, 1994 E. Evaluation Process and Results of Learning Mathematics. Jakarta: Ministry of National Education

Hasil (Farsi) 2:

مبحی معانی رمزی اعداد مواد شناخته شده به عنوان ریاضی شناخته شده اند و به دست آمده توسط دانش آموزان اعم از ابتدایی تا متوسطه حتی در سطح دبیرستان . اما در واقع دانش آموزانی که در حساب مواد محاسبه ضعیف هستند , در حالی که عملیات صحیح مانند جمع , تفریق, ضرب, تقسیم و وجود دارد افراد بسیار مفید است.
از نتایج مشاهدات ساخته شده توسط نویسنده به ارائه سوالات صحیح ضرب در یک کلاس دانشجوی VII تبدیل پس از مشاهده کار دانش آموزان مشکلات متعددی , در میان دیگران پیدا شده است: (1 ) از 15 سوال است که باید توسط دانش آموز تکمیل, آن را تبدیل به عنوان بسیاری از 40 درصد از دانش آموزان قادر به حل یک مشکل داده شده دقیقا شده و کاملا , و (2) دانش آموزان کار بر روی جمع, تفریق, ضرب و به شیوه ای متعارف به طوری که آن را بسیار lama.Berdasarkan این مشاهدات طول می کشد, تلاش برای استفاده از ابزار / غرفه جزوه و مقالات و میله های نپر به عنوان یک تنوع penjumlalan یادگیری, تفریق, صحیح اعداد ضرب و با استفاده از این ابزار است انتظار می رود برای جذب دانش آموزان و برای کمک به مشکلات دانش آموزان در جمع , تفریق, و ضرب اعداد صحیح, یادگیری, به طوری که دانش آموزان آسان تر و ماهر در ریاضی بدون استفاده از یک ماشین حساب .
جزوه و مقالات و ساقه ناپیر اولین بار توسط یک کشف شد اشراف زاده اسکاتلندی به نام جان نپر (1550-1617). چگونه کار می کند کاملا دیدن جزوه و مقالات غرفه در دسترس و بدون شمارش . چگونه کار می کند میله های بسیار ساده ناپیر است که با ترجمه مشکل به یک جمع مشکل ضرب. مونوگراف های کار و میله های نپر می توان در شکل تصویر دیده 1.
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چگونه به استفاده از جزوه و مقالات بسیار جالب است . ایجاد یک خط مستقیم است که از طریق شماره خط A, B, C و می گذرد, و دانش آموزان می توانند اعداد صحیح دقیق محاسبه کند . قوانین استفاده عبارتند از: (1) A + B = C, (2) ج - = b و (3) C - B = A.
به عنوان مثال , اگر یک = 3, B = -5 و سپس پیدا کردن نتیجه A + B تا دانش آموزان فقط نیاز به رسم یک خط راست از نقطه روی یک خط شماره 3 و شماره خط در نقطه B -5. نتایج را می توان در خط تعداد در نقطه -2 C دیده می شود.
برای استفاده از میله های نپر, برخی از چیزهایی که باید قبل از انجام فرآیند ضرب مشاهده می شود وجود دارد . به عنوان مثال: 36 × 45. به معنای اعداد لازم 36 باند افقی حاوی اعداد 3 و در حالی که تعداد 6. 45 نیاز به یک نوار عمودی که شامل اعداد 4 5. و برای اطلاعات بیشتر, شکل 2. ببینید
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فصل سوم
پژوهش روش
این در پژوهش SMP نگری 1 Kedokanbunder در کلاس هفتم ترم سال تحصیلی 2006 / 2007 که متشکل از سه کلاس با تعداد 120 نفر انجام شد. تحقیقات انجام شده در ماه اوت و سپتامبر 2006.
اول, مرحله آماده سازی: این مطالعه با توجه به مراحل زیر انجام شد . این مرحله شامل: (1) به گزارش و درخواست برای اجازه به اصل, (2) انجام مشاهدات دانش آموزان با مشکلات جمع, تفریق, و ضرب اعداد صحیح, (3) شناسایی مشکلات طرح مشاهده و عمل, (4) آماده سازی امکانات مورد نیاز, و (5) در حال توسعه ابزار ارزیابی است.
دوم, مرحله پیاده سازی. فاز پیاده سازی شده است به دو دوره تقسیم می شود . چرخه اول شامل فعالیت های زیر است: (1) اجرای فعالیت های آموزش و یادگیری با عمل در استفاده از جزوه و مقالات در جمع و تفریق اعداد صحیح, (2) مانیتور / راهنمای فرایند یادگیری, (3) ارائه در مورد جمع و تفریق اعداد صحیح, (4) ارزیابی عمل پیاده سازی, و (5) اگر چرخه است که حداکثر نتیجه اولیه نیست, پس با چرخه دوم را ادامه دهید. در حالی که از دوره دوم شامل چندین فعالیت , از جمله: (1) اجرای فعالیت های آموزش و یادگیری با عمل در استفاده از ساقه Napier در ضرب عدد صحیح, (2) هدایت فرایند یادگیری, (3) ارائه مورد ضرب عدد صحیح, و (4) ارزیابی اجرای عمل است. مطالعه مراحل نتیجه گیری با تهیه گزارش.
تکنیک های جمع آوری داده ها در عمل است که استفاده از پرسشنامه و آزمون . در این عمل پرسشنامه پنج پاسخ جایگزین ارائه شده بسیار موافقم (SS ), موافقت (S), به طور منظم (B), اختلاف نظر دارند (D), و کاملا مخالف (STS). در حالی که نمرات معیار کسب پرسشنامه می توان در جدول 1. دیده
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آزمایش ها در این عمل با توجه به یک موضوع از تکمیل یک آزمون ضرب عدد صحیح نوشته شده با استفاده جزوه و مقالات و میله های نپر است . هدف از این تست برای تعیین مهارت های دانش آموزان در استفاده از جزوه و مقالات و Napier عمل میله در پایان هر چرخه.
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فصل چهارم
نتایج و بحث
نتایج
چرخه 1 با تمرکز بر یادگیری به استفاده از جزوه و مقالات انجام شد . فعالیت های یادگیری برای حل مشکلات از جمع و تفریق اعداد صحیح با استفاده از این جزوه و مقالات در برابر 3 کلاس در مجموع 120 دانش آموز انجام دهد.
در این چرخه, پس از عمل برگزار شد, آزمون تعیین سطح تسلط دانش آموز جمع و تفریق اعداد صحیح با استفاده از جزوه و مقالات . نتایج به دست آمده از آزمون انجام شده بر روی سه کلاس را می توان در جدول 2. دیده
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در اجرای این چرخه, نویسنده توسط معلمان شریک مسئول مشاهدات انجام فعالیت های یادگیری کمک شد . بر اساس این مشاهدات آن شناخته شده است که (1) فعالیت های معلمان و دانش آموزان در فعالیت های یادگیری مناسب به دانش آموزان با انگیزه در فعالیت های یادگیری هستند, (2) اجرای طرح اقدام مناسب است, و (3) در پاسخ از هر دو دانش آموزان به طوری که برای ایجاد یک محیط یادگیری سرگرم کننده است .
در حالی که نتایج از دانش آموزان آزمون در حل جمع و تفریق اعداد صحیح پیدا شده است یک مشکل که برخی از مشکلات است که می تواند توسط دانش آموزان حل نمی شود وجود دارد . دلیل این است که دانش آموزان مشکل با رساله در درجه اول برای کاهش داشته باشد . مشکل دیگر این است که هنوز هم فقدان کار دانش آموزان مناسب وجود دارد به دلیل آن است که دقیق در دیدن نشانه مثبت یا منفی است . و برای غلبه بر این مشکل انجام یک چرخه دوم .
در دور دوم, نویسندگان پیاده سازی یادگیری دانش آموزان برای غلبه بر مشکلات در حل مشکل در آغاز چرخه , با استفاده از ناپیر میله های ضرب. ضرب پایه گرفته شده از مزارع در Napier میله. قبلا دانش آموزان به رعایت ستون در ساقه ناپیر آموزش داده شد , و سپس الگوهای ضرب موجود در این ستون ها به پایان رسید .
علاوه بر این, برای تعیین میزان درک و مهارت های ضرب عدد صحیح دانش آموزان با استفاده از ساقه ناپیر , دانش آموزان یک آزمون داده می شود. نتایج حاصل از آزمون در چرخه دوم این را می توان در جدول 3. دیده
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در حالی که نتایج پرسشنامه در به دانش آموزان داده ممکن است در جدول 4. نتیجه
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از نتایج حاصل از تست انجام شده در آغاز چرخه به 3 کلاس می توان استدلال کرد که ارزش متوسط ​​هر کلاس به اندازه کافی خوب است و یا می توان گفت که شده دانش آموزان ماهر استفاده برای تکمیل مشکلات جزوه و مقالات جمع, تفریق, و ضرب اعداد صحیح,
برای کمک به مشکلات دانشجویی, استفاده از راه ضرب عدد صحیح با استفاده از میله های Napier و با آزمون نهایی به پایان می رسد. اطلاعات به دست آمده از این آزمایش ها که دانش آموزان بسیار رضایت بخش به دست آمده . میانگین ارزش 84 دانش آموزان رسیده است. این نشان می دهد که دانش آموزان در محاسبه یک ماده از جمع , تفریق, و ضرب اعداد صحیح با استفاده از جزوه و مقالات بنیادی و ماهر تر هستند ناپیر.
که در حالی که دیدگاه های نتایج حاصل از پرسشنامه می توان اشاره کرد : (1) بسیاری از دانش آموزان در معیارهای شامل بسیار علاقه مند در مجموع 72 دانش آموزان, و یا 60%, (2) بسیاری از دانش آموزان در معیارهای مورد علاقه بالغ بر 31 دانش آموز یا با 25.83% شامل, و (3) بسیاری از دانش آموزان در معیارهای cukupberminat در مجموع 17 دانش آموزان و یا 14 شامل: 17%. از نتایج حاصل از پرسشنامه بود در این رده از دانش آموزان که علاقه مند هستند و خیلی علاقه مند است یافت نشد .
با مقایسه درصد از نتایج پرسشنامه دانش آموز فوق , می توان گفت که دانش آموزان بسیار علاقه مند و انگیزه برای یادگیری با استفاده از ضرب عدد صحیح بود و ساقه جزوه و مقالات ناپیر . دلیل این است که دانش آموزان خوشحال به یاد بگیرند در حالی که بازی طوری که دانش آموزان احساس در طول یادگیری خسته نمی شد . علاوه بر این, دانش آموزان نیز لذت بردن از دانستن هر راه دیگری برای حل ضرب عدد صحیح غیر از زمانی که آنها بودند .
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فصل پنجم
بستن
نتیجه گیری
بر اساس نتایج فوق می توان نتیجه گرفت که جزوه ها و میله های نپر می تواند به عنوان تنوع در یادگیری جمع, تفریق, و ضرب اعداد صحیح, به طوری که دانش آموزان را وادار به دانستن راه های دیگر برای حل مشکلات در علاوه بر این به راه متعارف از اعداد صحیح است . علاوه بر این, بر اساس نتایج حاصل از پرسشنامه می توان گفت که استفاده از جزوه و مقالات و میله های نپر می توانید دانش آموزان در یادگیری ایجاد انگیزه تا که به بهبود مهارت در حل مشکلات اعداد صحیح است.
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مشاوره
از این مطالعه, نویسندگان انتظار چند چیز, در میان دیگران: (1) برای شرکت معلم ریاضیات به طور خاص, نویسنده امیدوار است که مورد پسند عامه جزوه و مقالات و میله های نپر است به عنوان یک تنوع در یادگیری جمع, تفریق, و ضرب اعداد صحیح در سطح اولیه و سطح متوسطه و (2) معلم همیشه در جستجو برای پیدا خلاق و variasivariasi جالب دیگر که دانش آموزان همیشه با انگیزه برای یادگیری ریاضیات .
منابع
وزارت آموزش و پرورش ملی. , 2004. راهنمایی برای توسعه مبتنی بر شایستگی ارزیابی سیستم حزب مدرسه ویژه ,
کارشناسی ارشد. جاکارتا: پرورش ملی وزارت آموزش و
مدیریت آموزش و پرورش ملی. , 2003. آموزشی رسانه ها (نگارش علمی و کلاس تحقیقات). جاکارتا: وزارت آموزش و پرورش ملی
Djamarah, SB 1999. موفقیت و معلم شایستگی. نیویورک: و کار کسب ملی
سوبل, M. A & Maletsky. , 2002 آموزش ریاضیات; یک مرجع از ایدز, فعالیت ها و استراتژی. ترجمه توسط Suyono. نیویورک: مک
Negoro , HB 2001. دایره المعارف ریاضیات 3 نسخه. جاکارتا: اندونزیایی Ghalia
Suherman, 1994 E. فرآیند ارزیابی و نتایج یادگیری ریاضیات. جاکارتا: وزارت آموزش و پرورش ملی

Hasil (Farsi) 3:

مواد اولیه اخوان الصفا% 20% یا 20% 20% 20% شناخته شده به حساب% 20 a 20a 20A بوده اند.% 20% 20% شناخته و% 20% 140% 20 توسط دانشجويان 20% 20% 20% گرفته تا از 20 مدرسه ابتدايي% 20% 20% 20% ثانویه به سطح 20% 20% 20% حتي در بين 20 مدرسه عالي% 20% 20% 20 اما سطح% 20 a 20A واقع در% 20% 20% وجود دارد.% 20% دانش آموزان هستند كه% 20 a 20a 20A ناتوان هستند.% 20% در% 20% 20% حساب محاسبه مواد اولیه, 20% 20% 20% لطفا عددی صحیح در حالي كه عمليات 20% 20% 20% از قبيل عنوان, علاوه بر 20 % 20% 20 تفريق, تكثير,% 20,% 20% 20% است تقسيم بندي بسيار مفيد 20% 20% 20% 20% 5 e سایر موضوعات