Interview on Percentage

By:Muhammad Husnul

Khuluq06022681318076

IMPoMESriwijaya University

2013

Prior Activities

Learning Implementation

1.

- Focus : Converting Fraction into Percent- Time Allocation : 1 meeting (2 x 35 minutes)

2.

Learning Design- Approach : RME- Context : Survey- Media : Questionnaire, Grid Tables

To be interviewed

MRP

To be analyzed

Result and Analysis

Problem 1

Question No.1

Student’s Answer

Video 1

Analysis

MRP has understood the equivalence of per-100 fraction with percent (%)

MRP has known the procedure of converting a fraction into percent

Analysis

MRP seemed not to mean the procedure

WHY MUST BE 10/10?

Result and Analysis

Problem 2

Question No. 2

Student’s Answer

Video 2

Analysis

Afterall, he could easily find the result (as for question 1)

MRP misinterpreted the data representation (turus)

MRP has known that 15 of 20 could be represented as 15/20

Result and Analysis

Problem 3

Video 3

Analysis

MRP had difficulty solving problem involving discount for harder cases

MRP understood the term ‘discount’ and could apply it for simple cases

MRP had difficulty associating ‘fraction/percent’ with money

1. Converting percent into fraction and change it into its

simplest form

2. Representing the simplest fraction into

fraction-boxes

3. Finding the nominal represented by each smaller-box through

division

4. Calculating the discount and solving the

problem

The procedures undertaken by the student in solving the problem involving discount

Conclusion

The student understood ‘percent as per-100 and vice versa’ and could perform the procedures of converting both forms.

1The student understood the ‘a’ in fraction ‘a/b’ as part of ‘b’.2The student recognize ‘discount’ and could solve the problem which involves simpler number (either the discount or the money).

3

The student is still in the level of procedural thinking when solving the a harder problem involving discount.4

Thanks for Your Attention