Wiryanto .


The implementation of Math & Design to strengthen plane and space understanding for Elementary School Students will be able to contribute to the world of education, especially at Lab School Primary School Unesa Surabaya. This program is implemented in an effort to face the demands of knowledge and skills in the global world. In the future this program is expected to be able to open the key to success for the development of learning, especially in relation to hardskill and soft skills in developing countries such as Indonesia. This model for elementary school students is adopted from "STEM" based strategy that seeks to form human resources to be able to reason and think critically, logically, and systematically, so that students will be able to face global challenges, and be able to improve the skills needed in their lives. This can be used to improve students' abilities in understanding more complex problems, so they can find creative solutions. The ability to solve problems and creative skills needed by students, because the success of education in the future is very dependent on skills and high-level thinking skills which are owned by students. The results of this study are the ability that arises, namely the ability to calculate, determine the special characteristics of a mathematical function, to do counting operations combined with design. Determine the fastest way to calculate the building space, build a triangle, right hand side, prism, tube, square, cube, and build another space through a simple design of paper materials. Student Cooperation is very good, as evidenced by the completing task in design / form that must be done collaborative by taking accuracy of the size, composition, selection of basic materials and paper color, and neatness, can be implemented properly. Collaboration is also not only for student groups, but also for accompanying teachers. The percentage of overall student learning success in the Integrated Model Application Program through Math, Design, and Storytelling is very good. Student learning completeness can also be seen from the analysis of mathematical, design (SDBK), and lingua (language) learning outcomes individually and in groups very well. This is evident from the results of values (cognitive, affective, and psychomotor) of the total of 18 or 98% students achieving very satisfying categories. It is also happened to group assessments. From four student groups (each group numbered four and five students) got very good grades. The assessment criteria are based on: cognitive aspects (accuracy in calculating the design of building space, measuring, folding), accuracy of design (shape, colour, composition), affective (neatness, cleanliness, working attitude in groups), psychomotor, cutting skills, folding, gluing, and create space design).


Implementation; Math & Design; Plane; Space; Elementary School


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