With Tool display Board Number Student Could Increase Learning Mathematics With Theory Operation Count Number Round

ABSTRACT

This classroom action research aims to improve students' understanding of learning mathematics with integer arithmetic operations. Held at SDN No 001 North Sebatik in the academic year 2017. In general, students do not like mathematics because it requires a high level of concentration. Other influencing factors include lack of parental attention, the sophistication of information technology in all fields that make them prefer to play games on the internet. The object of this research is class VI students, totaling 29 people. Students have difficulty in understanding the material above, with a score below the KKM 8 students, with a presentation of 27.5%. The teacher uses the Number Board Praga in groups, it appears that the increase in student understanding increases, so that the score below the KKM is only 5 students, with a percentage of 17%. With the addition of teaching aids for each individual, one tool, classical re-learning, the student's understanding increases drastically, the score below the KKM remains 2 with a percentage of 6.8%, the score is dominated by numbers 70 to 90 and some even get 100 even though only 2 people. The results showed an increase in students' understanding of integer arithmetic operations. Thus, the Number Board is a suitable teaching aid for learning mathematics with integer arithmetic operations.

Keywords: Understanding, work in a group, number board props

PRELIMINARY

A. Background of the problem

The modern world today cannot be separated from the sophistication of information technology in all fields, For example, television shows interesting things for children. Apart from that, mobile phones that contain fun games for children, as well as free internet cafes provide opportunities for children to play games. Of my 29 students, when asked who didn't study last night, almost all of them raised their hands. But when asked who likes to play games, So almost everyone raises their hand. Thus the willingness to learn is reduced. So that it affects the level of concentration of children when he is following learning in class.

Mathematics is one of the sciences that must be possessed by children because from it children can acquire numeracy skills and behave in their daily lives. To improve children's concentration and understanding in participating in teaching and learning activities, the teacher seeks to make teaching aids that are suitable for students' lives in an environment close to the market, so that the effect on students' interest in learning at home is reduced because some students mostly help their parents trade. To increase students' interest in mathematics, the teacher chooses to use a number board in learning mathematics about integer arithmetic operations.

B. Identification of problems

1. Children do not understand mathematics lessons with whole number arithmetic operations.

2. Attention does not focus when learning takes place

3. There are some students talking alone

C. Formulation of the problem

By using the number board visual aid, it can improve students' understanding of mathematics lessons with the material for counting operations on integers for class VI in the academic year 2017 at SDN 001 North Sebatik.

D. Learning Improvement Research Objectives

In accordance with the questions above, the goal to be achieved by the researcher is to increase students' understanding in working on mathematical problems regarding integer arithmetic operations using props in the form of a number board.

E. Benefits of Learning Improvement Research

1. For students, this research is useful to improve students' understanding of learning mathematics.

2. For teachers as researchers to improve professionalism and encourage researchers to carry out similar research.

3. For peer teachers to provide motivation and learning references by using models of teaching aids that are easy to make.

4. The existence of teachers conducting classroom action research in their respective classes will result in positive and quality changes.

5. For schools, research results can contribute ideas and information materials for schools in order to improve learning in schools in particular and other schools in general.

6. For the education office, it can be used as material for consideration and study material in curriculum development and programs to improve the quality of learning at a wider level.

LITERATURE REVIEW

A. Characteristics of Mathematics Lessons

As a knowledge, Mathematics has special characteristics, including abstract, deductive,  consistent,  hierarchical, and logical. Object mathematics is basically abstract, namely facts, draft, operation, and principle. Characteristics of mathematical abstraction along with other characteristics that are not simple, cause mathematics is not easy to learn, and in the end, many students are less interested in mathematics. Thus there is a need for a way so that mathematics is an interesting lesson, fun, and easier to understand.

B. Characteristics of elementary school students in learning mathematics

Elementary school students are in the age range from 7 to 12 years, At this stage, students are still thinking in the concrete operational phase. The ability that appears in this phase is the ability in the thought process to operate the rules of logic, although it is still tied to a concrete object.

In order for mathematics teaching to be interesting for students, Then a teacher starts with a challenging question, or with a game, or with a simulation.

C. The method used in mathematics lessons

Using suitable methods in teaching mathematics such as the cooperative learning model, Cooperatives encourage students to interact actively and positively in groups, then the lecture method, simulation or question, and answer

By choosing one method that is suitable for learning mathematics with integer arithmetic operations material, it is hoped that there will be an increase in students' understanding of the material

D. Props that are suitable for learning math operations counting integers.

To assist students in learning mathematics with integer arithmetic operations, There are several media (props) that can be used including ruler count, This tool can be made yourself from cardboard.

The ruler that will be used consists of two rulers with the same scale and consists of negative integers, zero, and positive integers. Example of using a ruler to add integers: 8 + (-3) =..........

Pair the number 8 on the bottom bar with the number 0 on the top bar, then look at the number -3 on the top rule it turns out to be paired with the number 5 on the bottom rule, so 8 + (-3) = 5

E. Student learning outcomes

Learning achievement is obtained from student learning outcomes which are measured using an evaluation tool which is usually called a learning achievement test. Meanwhile, the mathematics learning achievement proposed by Hudoyo (Hudoyo, 1990), is a description of the level of student mastery in mathematics learning achievement as seen in the scores obtained from the mathematics learning achievement test. Therefore, learning achievement can be achieved through a teaching and learning process that involves students and teachers.

To see the extent to which a person's learning outcomes and teacher's teaching success are required information that is supported by objective and adequate data about indicators of changes in behavior/behavior and personal behavior of students.

IMPLEMENTATION OF REPAIRS, PLACE, AND TIME, HELPING PARTY

A. Place and Time of Implementation

The improvement of learning was carried out in class V1 of SDN 00 1 North Sebatik. Mathematics subject from 15 May to 24 May of 2017.

The improvement learning schedule is as follows :

a. May 15, 2017, Maths subject 

b. May 24, 2017, Maths subject

B. Description

The first thing I did was to try to improve student learning outcomes with the subject of integer arithmetic operations. First, we identified the reasons why student learning outcomes in class V1 were unsatisfactory. The plans that we developed to improve student learning outcomes were using number line visual aids. We have made various improvements in the KBM from careful planning, to preparing materials that support learning in order to improve children's understanding. So that the results obtained by students have increased. After finishing the lesson, I did a reflection in order to prepare better student learning outcomes. The planning that I prepared from the RPP was more emphasized on improving the teaching aids, then in its implementation with discussion and group work so that students who do not understand can ask friends the group.

1. Planning

The planning taken is knowing or paying attention to the situation/situation in the classroom, arranging student seats so that they are calm and orderly, approaching students who are slow in completing practice questions, using varied examples so that students are interested, using real materials, using props appropriate to be understood by students, giving assignments to students to come forward to report the results of their discussions, in turn, providing guidance to students who do not understand, and giving homework as an exercise.

2. Implementation Procedure

In carrying out the improvement of mathematics learning, the theme of the main topic of arithmetic operations is integers in collaboration with colleagues to observe the teaching and learning process from beginning to end. Then the author and colleagues plan an improvement that is considered necessary.

RESULTS AND DISCUSSION

A. Results

After conducting an assessment of the acquisition of students' scores on learning improvement, it showed an increase in the acquisition of scores. This increase is in the form of an increase in individual value acquisition as well as an increase in overall value improvement.

B. Description of Findings and Reflections

After repairs are made, the value of in children increases the score below the KKM is only 5 students with a percentage of 17 percent, the value of 60 is only 17 percent. It turned out to be dominated by a score of 70 which reached 45 percent. This is still unsatisfactory because there are still some students who do not understand the material. After the teacher made reflections and findings in the field, the obstacles that occurred were the lack of teaching aids, because it is only for groups, some children only see their friends working and some just play and talk or just join in.

C. Discussion

At the beginning of learning, there are 8 students with a percentage of 27.5 percent who do not reach the KKM. This is due to the use of boring learning tools so that students are bored and not interested in the lessons to be received. Then researchers make improvements to learning based on the problems that arise. Researchers made changes in the use of props from the number line replaced with the author's own invention, namely the number board. Students are enthusiastic when learning tools are displayed. The students looked enthusiastic and the students were happy to do the assignments given by the teacher. Based on the results of discussions with colleagues on the implementation of learning improvements carried out has increased. This is indicated by the presence of:

a. Increase in the value obtained by students

b. Reducing the number of students who are still below the KKM

c. In completing the practice questions faster than the time allotted.

Basically, a lot of improvement occurred in the classroom, but after the written test the teacher still found 5 students with a percentage of 17 percent who scored below the KKM. The success rate of using the number board in groups is still not effective. Therefore, the teacher and colleagues agreed to carry out cycle 2 on the day of Wednesday, 24 May 2019 7 . Teachers and colleagues try to revise the existing lesson plans in the core activity section. The teacher maximizes the preparation and presentation of teaching aids. Teaching aids are used as the main material for learning, so students can try the teaching aids given individually. Without realizing it, students are able to understand the material based on their own experience from trying a number board tool to solving questions about integer arithmetic operations.

Seeing the results of the improvement in learning, there was a very significant change, so I as a class VI teacher discussed with my colleagues. The result decided that there was no need to improve learning in cycle 3 because of the quality of the cycle the average class was 67.5 to 76 in cycle 2. Only 2 students out of 29 students did not reach the KKM. If the percentage of success using individual props in cycle 2 has reached 76 percent. Based on these data, improvements in cycle 3 were not carried out.

CONCLUSION SUGGESTIONS AND FOLLOW-UP

A. Conclusion

From the results of improved learning, the values obtained by students are quite varied. We can observe this through the experiences we experience during the learning process. These experiences include the lack of seriousness of students in participating in learning, environmental conditions near the market, and the work background of parents as traders, so that it affects students in participating in teaching and learning activities at school, due to the lack of parental attention to their children. unfavorable economy. These things affect the slow understanding of students when the teacher conveys the lesson. Therefore it can be concluded:

a. Students need individual guidance

b. Demanding perseverance in carrying out learning

c. The need for broad insight and knowledge about the condition of each student, as well as careful planning and good preparation before learning.

d. Demanding the teacher to deliver learning materials in a way that makes students feel interested and given the opportunity for students to carry out and express a problem encountered in learning with the guidance and direction of the teacher and given homework.

e. A significant increase from 29 children whose scores were below the KKM to 2 students, indicates that learning mathematics about adding integers has been understood together.

B. Suggestions And Follow Up

From the results of the research above, teachers are required to develop their abilities in various ways. For example, by reading a lot about the world of education or by gathering colleagues in the office to discuss various problems with students. Teachers are no longer allowed to feel prestige asking colleagues even though they are younger than them.

The government has provided various incentives and welfare for teachers, of course with the hope that more funds from the government can be used to develop their knowledge, maybe with lectures or seminars. In addition, the government hopes that our education world will be better and our younger generation will be ready as a baton in managing this nation and country. Let's compete to develop ourselves in various simple educational institutions such as in the KKG, This is an opportunity for the teacher to convey all the difficulties regarding learning activities in their respective schools.

BIBLIOGRAPHY

• Muhsetyo, Gatot et al. (2015). Elementary Mathematics Learning. Banten. Ministry of Research, Technology and Higher Education Open University.

• Asrulkarim pgsd.blogspot.co.id/2013/09/pembelajaran math-di-school.html.

• http: // www.schooldasar.net/2013/08/media-pembelajaran-operation-count-integer.html# ixzz3nguJTWMS.

• Pakantondwilaksono.blogspot.co.id/2012/01/alat.peraga.matematika.operation-hitung.htm.

• Wapik web.org/article/detail/pembelajaran-mathematical-easy-learn-integer-numbers-with-plot-smart-AA-00371.php.

• https://Triliusrumana.files.wordpress.com/2011/11/word-seminar-pdf.

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APPLICATION OF THE DEMONSTRATION METHOD USING PROS TO INCREASE THE MATHEMATICS LEARNING ACHIEVEMENT OF CLASS IV STATE ELEMENTARY SCHOOL 005 SEBATIK BARAT

ABSTRACT

The subjects of this study were fourth-grade students of SD Negeri 005 Sebatik Barat, totaling 28 students with 18 male students and 10 female students. This research was conducted in 2 cycles. The results of the study showed that in student activity in the first cycle the percentage of achievement indicators was observed (63.4%) while in the second cycle the average student activity (86.9%). %) and the average value of the class (83.61) while in Cycle II the student's learning completeness reached 100% and the average value of the class in the second cycle was 93.

Thus, learning that is taught using the Demonstration Method Using Props can improve student activities and student learning outcomes.

Keywords: Demonstration Method, Teaching Aids, Learning Achievement

PRELIMINARY

Basic education as the first level of education in the school system in Indonesia has the aim of providing basic literacy, numeracy, knowledge, and other basic skills.

According to Suherman, et al (1995) in teaching and learning activities teachers must be able to explain concepts to students. This effort can be assisted with teaching aids because with the help of these tools that are in accordance with the topic being taught, concepts will be easier to understand more clearly.

Difficulties in learning mathematics are mainly caused by the special nature of mathematics which has abstract objects that can be said to be "opposite" to the intellectual development of students. Thus, it is easy to understand that there are always difficulties in learning mathematics at any time, therefore efforts to overcome them must and need to be carried out continuously with high patience (Ratini et al, 200).

The difficulty in learning mathematics was found by researchers at SD Negeri 005 West Sebatik. The learning process carried out still shows that mathematics learning is not optimal, teachers teach using conventional methods, namely the lecture method and expect students to sit, be quiet, take notes and memorize (3 DCH) so that teaching and learning activities (KBM) are monotonous and less attractive to students. In addition, teachers are less than optimal in utilizing the media and the use of teaching aids during the learning process.

Based on the results of the observation data obtained, it shows that student learning outcomes in learning mathematics on the subject of flat shapes in class IV semester 1 SD Negeri 005 Sebatik Barat have a very low score of 28 students, only 8 students (33.33%) who achieve the minimum completeness criteria ( 3KKM) which has been determined is 60, while 20 students who have not completed (66,67) mean that student learning outcomes individually and classically in this material have not succeeded because classical learning completeness has only reached 33.33%.

The background of the problem above encourages researchers to be able to make a positive contribution to improving student learning outcomes at SD Negeri 005 Sebatik Barat through the use of teaching aids so that it is expected to increase student interest in learning. Students will be happy to be interested and have a positive attitude towards learning Mathematics so that with this learning students are able to achieve optimal learning goals.

Learning is an activity Learning is a processing activity and is a very fundamental element in every level of education. In the whole educational process, learning activities are the most basic and important activities in the whole educational process.

Learning is a process or effort made by each individual to obtain a change in behavior both in the form of knowledge, skills, and positive attitudes and values as an experience to get a number of impressions from the material that has been studied. There are learning activities carried out at school, at home, and in other places such as in museums, in laboratories, in the forest, and anywhere else. Learning is a complex student action and behavior. As an action, learning is only experienced by students themselves and will be a determinant of whether or not the learning process occurs.

According to Vernon S. Gerlach & Donal P. Ely ( in Faisal, 2013) suggests that "learning is a change in behavior, while the behavior is an observable action. In other words, behavior is an observable action or result caused by an observable action or several actions.

Meanwhile, according to Gagne (in Fasial, 2013 ) learning is defined as " a process in which an organism changes its behavior due to an experience". Slameto ( in Faisal, 2013 ) states learning is "a business process carried out by a person to obtain a new behavior change as a whole, as a result of his own experience in interaction with his environment".

Furthermore, Abdillah ( in Faisal, 2013 ) concluded that "learning is a conscious effort made by individuals in changing behavior either through training and experience involving cognitive, affective, and psychomotor aspects to obtain certain goals".

Thus it can be concluded that learning is a change in the behavior of individuals who learn. The change is not only related to the addition of knowledge, but also in the form of skills, skills, attitudes, understanding, self-esteem, interests, character, adjustment. So, it can be said that learning is a series of physical and mental activities that lead to the development of the whole human person.

Mathematics learning will be meaningful for students if students are active in various ways to construct or build their own knowledge. Thus a formula, concept, or principle in mathematics, should be rediscovered by students under the guidance of the teacher. In particular, the problem-solving approach is the focus of learning mathematics. In every opportunity, learning mathematics begins with the introduction of problems that are appropriate to the situation ( cotextual problems).

According to Estiningsih (in Kartika, 2012) teaching aids are learning media that contain or present the characteristics of the concepts being studied. Teaching aids are one of the components that determine the effectiveness of learning. Teaching aids change abstract teaching materials into concrete and realistic ones. The provision of teaching aids is part of meeting the needs of students in learning, according to the type of student learning. For example blackboards, notebooks, and rectangular doors can serve as teaching aids when the teacher explains geometric shapes in rectangles. The main function of teaching aids is to reduce the abstraction of concepts so that children are able to capture the true meaning of the concepts being studied. By seeing, feeling, and manipulating props, children have real-life experiences about the meaning of concepts. Meanwhile, facilities are learning media whose main function is as a tool for learning. By using these facilities, it is expected to facilitate learning. Examples: blackboard, compass, ruler, assignment sheet (LT), worksheet (LK), and game tools.

Learning to use visual aids means optimizing the function of all five senses of students to increase the effectiveness of students learning by hearing, seeing, touching, and using their minds logically and realistically.

Teaching aids are used in learning Mathematics by applying the demonstration method using teaching aids.

RESEARCH METHODS

This type of research is Classroom Action Research (CAR). PTK was first used by Kurt Kewin. CAR is one of the strategic ways for teachers to improve educational services that must be carried out in the context of classroom learning and improving the quality of school programs as a whole. This can be done considering the purpose of classroom action research is to improve and improve classroom learning practices on an ongoing basis. research subjects in this study were fourth-grade students at SDN 005 Sebatik Barat for the 2016/2017 academic year which amounts to 2 8 students, consisting of 18 male students and 10 female students.

The research will be conducted at SDN 005 Sebatik Barat, RT 0 2 Mantikas, Setabu Village. This classroom action research will be carried out in the fourth semester of Mathematics learning in the first semester of the 2016/2017 academic year.

The research instruments used are for the following reasons. 1). The test consists of a final test. The final test was carried out after the auction, the aim was to determine the cognitive abilities of students after following the learning process. The results of the final test of the cycle are then analyzed and reflected for improvement actions. 2). The observation sheet is the format of the student activity observation sheet arranged based on the implementation of mathematics learning activities contained in the lesson plan. This is intended to observe student activities in the form of personal skills or activities and the role of students during the learning process. Observations were carried out by the teacher and assisted by the observer.

The application of the demonstration method using teaching aids can improve student learning achievement in the material of Number Operations for fourth-grade students at SDN 005 Sebatik Barat with the following indicators. 1). Student activity in learning Mathematics increased with good criteria. 2). The learning completeness of fourth-grade students at SDN 005 Sebatik Barat classically reaches 85 % and individual learning completeness is 70.

RESEARCH RESULTS AND DISCUSSION

Student learning outcomes with the subject matter of Measuring Angle with Non-Standard Units, and the subject of Measuring Angle with Standard Units, ended with an evaluation. During the learning process, the researcher collected data which was then analyzed. Research data is obtained in the form of observations of student activities and student learning outcomes. Observational data is taken from student activity which is used to determine student activity in learning by using the demonstration method using teaching aids. Results a test to determine the increase in student achievement after the action of learning is carried out using the demonstration method using teaching aids.

Implementation of Class Action Cycle I was held on 19 and 21 September 2016 with a total of 28 students. The teaching and learning process refers to the lesson plans that have been prepared. Observation (observation) is carried out simultaneously with the implementation of teaching and learning.

In this cycle, the researcher acts as a teacher and is assisted by colleagues as observers. At the end of the teaching and learning process students are given evaluation questions with the aim of knowing the level of student success in the teaching and learning process that has been carried out.

The observation stage is carried out simultaneously with the implementation of the action. At this stage, the researcher was assisted by colleagues to observe the course of the first cycle of activities. There were two observational data obtained through the first cycle of observations, namely: 1). The results of observations about student activities., 2). Analysis of student evaluation results

Based on the observations, there were 18 students who got a score of 85-100 or 64.3% students got a score with very good criteria, 4 students got a score of 70-84 or 14.3% got a score with good criteria. Meanwhile, students whose grades do not meet the minimum completeness criteria (KKM) are 6 students or 21.4%, thus classical learning completeness in the cycle has not been achieved in accordance with what has been set, namely 85%.

In the implementation of teaching and learning activities, information is obtained from the observations as follows: 1) Student activity is still lacking in participating in learning, 2) Students are still afraid to ask questions during learning activities, 3) Students are still hesitant to answer the teacher's questions, 4) Complete learning classically only reached 78.57%. Based on the results of the reflection, the researcher was still not satisfied with the results obtained in the first cycle. Therefore, the researchers continued the research to the second cycle.

Implementation of Class Action Cycle 2 was held on 26 and 28 September 2016 in class IV with a total of 28 students. The teaching and learning process refers to the lesson plan implementation by paying attention to the results of the reflection in the first cycle, so that mistakes or deficiencies in the first cycle do not occur again in the second cycle. Observation (observation) is carried out simultaneously with the implementation of teaching and learning.

The observation stage is carried out simultaneously with the implementation of the action. At this stage, the researcher was assisted by colleagues as observers who were in charge of observing the activities of cycle II. There are two observational data obtained through observation cycle II, namely: 1). Analysis of student evaluation results, 2). The results of observations about student activities.

In the teaching and learning activities in cycle II which were carried out by the teacher by applying to learn using the demonstration method using visual aids, the students received quite a good response, this can be seen from the increasing percentage of achievement of the five indicators observed.

Based on the observations in the second cycle, it is known that there are 25 students who get a score of 85-100 or 89.3% of students gets a score with very good criteria, 3 students get a score of 70-84 or 10.7% gets a score with good criteria. Mastery learning classically in the second cycle reached 100%, thus the research objectives have been achieved in the second cycle.

At this stage, what has been done well in the teaching and learning process can be described as follows: 1) During the teaching and learning process it has been carried out well, 2) Based on the data from the observation of student activities, it is known that students are active during the learning process, 3) Disadvantages in the previous cycles there have been improvements and improvements so that it becomes better, 4) Student learning outcomes have increased quite significantly from cycle I to cycle II.

Based on the results of descriptive data analysis, the implementation of the demonstration method using teaching aids showed an increase in student activity and an increase in student learning outcomes. In accordance with the formulation of the problem, and based on the results of data collection and data analysis, two things can be discussed, namely: 1) Increasing student activity in cycle I and cycle II, and 2) Increasing student learning outcomes in cycle I and cycle II.

The average percentage of student activity achievement in the first cycle was 76%, then in the second cycle, it increased to 90%. Thus it can be concluded that the use of the demonstration method using teaching aids can increase student activity in learning mathematics.

Based on the results of data analysis cycle I and cycle II, it is known that there is an increase in student learning outcomes explained that learning Mathematics with the demonstration method using teaching aids can improve student learning outcomes. We can see this from student learning outcomes which have increased from cycle I to cycle II. In the first cycle, students who scored 85-100 were 18 students, then in the second cycle, they increased to 25 students. Students who scored 70-84 in the first cycle were 4 students than in the second cycle it decreased to 3 students, students whose scores had not reached the KKM in the first cycle were 6 students then in the second cycle all students had reached the KKM or completed 100%. The average value of the class in the first cycle was 83.61 then in the second cycle, it increased to 93 or increased by 9.4 points.

CONCLUSION

Based on the results of the research that has been presented for two cycles, the results of all the discussions and analyzes that have been carried out can be concluded as follows: The application of the demonstration method using teaching aids in learning mathematics can improve the learning achievement of fourth-grade students at SDN 005 Sebatik Barat. The application of the demonstration method using teaching aids in mathematics learning can increase the learning activities of fourth-grade students at SDN 005 Sebatik Barat.

BIBLIOGRAPHY

Anonymous, 2011. Books Beginner/Elementary Elementary School Mathematics Instructions. Bekasi: PT. Grand Sains.

Arikunto, Suharsimi. 2002. Research Procedures A Practical Approach. Yogyakarta: Rineka Cipta.

Department of Education and Culture, 2002.   GBPP Mathematics Subject 

Faisal, Muhammad. 2013. Definition of Learning and Learning. (online). http://ichaledutech.blogspot.com/2013/03/pengertian-belajar-pengertian.html. accessed on 17 April 2013.

Karso et al, 2003 " Mathematics Education I Jakarta Open University"

Musaini, 2011. Improving Student Learning Outcomes In Science Learning (Green Plants) Using SEQIP K IT IPA Teaching Aids Assisted by ICT Learning Media in Class V SDN 002 Sebatik Barat. Essay.

Nasution, Noehi. 2008. Teaching Evaluation. First edition. Jakarta Open University.

Nur, Taslim. 2007. Application of problem-solving learning combined with cooperative Jigsaw to improve the process, learning outcomes, and student responses to the concept of the ecosystem in class X SMA Negeri 3 Ternate in the 2006/2007 school year. Thesis. Malang State University, Malang.

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Improving The Understanding Of V-Grade Students With Our Art-Cultural Wealth Materials Through Discussion Methods In Social Science Lessons

ABSTRACT

This study aims to determine the level of understanding of students, the subject of this research is the fifth-grade students of SD Negeri 001 Sebatik Utara, with a total of 25 students. Consisting of 11 Male and 14 Females. This research was conducted in two cycles based on the data before the improvement of the cycle I and cycle II, namely pre-cycle. in the pre-cycle experiment, 6 students obtained completeness with a percentage of 25%. While in the first cycle students experienced an increase of 15 students who completed with a percentage of 60%. Then the learning improvement was carried out again using cycle II. It turned out that the increase again occurred in the second cycle as many as 23 students with a percentage of 90%. While the incompleteness in this study can be detailed, namely in the pre-cycle student scores are much below the KKM standard, namely 19 students with a percentage of 75%. In the first cycle, the students' incompleteness was reduced to 10 students with a percentage of 40%. It turned out that incompleteness decreased after improvements were made to learning in cycle II as many as 2 students with a percentage of 10%. The use of method used is the discussion method where students are required to express their thoughts, ideas, ideas, opinions, and others.

Keywords: Learning Outcomes, Discussion Method

PRELIMINARY

The results of the learning activities carried out at SD Negeri 001 Sebatik Utara, Kec. East Sebatik, Kab. Nunukan, shows students' understanding of social studies learning outcomes with the material Wealth of Our Cultural Arts with sub-topics, Reading at a Glance and Skilled in Using Words and Sentences. This is done to determine the level of mastery of the use of words and sentences in accordance with the EYD. Through the written test, it turns out that many students are less successful. After administering a written test several times, it just showed the expected results. It turned out that the students could not give satisfactory results with one written test. The progress that is expected to be successful is by doing several tests with the same questions, most students are still confused about taking a written test in the form of an Essay. This can be seen after the author conducts an evaluation at the end of the lesson given.

Some of the problems that have been identified and included in the author's notes, the authors can draw an analysis of the problem that has been divided into two parts. The first part is the problems that arise from the teacher and the problems that arise from the students. Here are some problem analyses from teachers that the authors have noted including (1) the teacher is too focused on the material without interacting with students, so students are neglected. (2) the teacher's explanation of the content of the material is too long-winded and uses scientific language so that many students do not understand. (3) the teacher has not been creative in using learning methods and is always monotonous in the lecture method. (4) giving examples as material in learning is always abstract, teachers rarely use concrete examples that are easy for students to understand. While the analysis of the problems of the students is (1) there are some students who pay less attention to the teacher's explanation in the learning process, so that questions arise from the teacher regarding the material discussed by the students in silence. (2) students make a lot of busy themselves so that the teacher's explanation is ignored and disrupts the learning atmosphere that is already going well. (3) when the evaluation was carried out with individual assignments, it turned out that many students collaborated (groups).

From the explanation above, it is certain that there needs to be more serious action in dealing with problems like this, from the author's identification of the problems above, the authors take action to conduct classroom action research with the aim of improving the teaching system in order to achieve maximum learning outcomes.

Based on the results of the identification of the problems that have been described in the background above, as well as being analyzed and explored with the Supervisor and Colleagues, the authors formulate the research problem as follows:

1. Applying the discussion method in improving the learning outcomes of fifth-grade students of SD Negeri 001 Sebatik Utara in social studies subjects about the material of Our Cultural Arts Wealth.

2. Improve the understanding of fifth-grade students of SD Negeri 001 Sebatik Utara on social studies subjects with the material of Our Cultural Arts Wealth through the discussion method.

In accordance with the results of the formulation of the problem that has been determined, the objectives of this study are as follows:

1. Improving students' ability in understanding social studies lessons with the Discussion method on the subject of Differences in Wealth of Our Cultural Arts and Other Business Entities in Class V SD Negeri 001 Sebatik Utara, Kec. East Sebatik, Kab. Look for the 2016/2017 academic year.

2. Analyzing the impact of applying the discussion method in improving the understanding of fifth-graders at SD Negeri 001 Sebatik Utara, Kec. East Sebatik, Kab. Nunukan in social studies subjects with the material wealth of our cultural arts.

In this classroom action research is expected to be useful or an alternative method of learning in the classroom, while the writer hopes that this research can be useful for:

Increase insight, knowledge, and intelligence in various aspects. Have high motivation and determination to learn and can grow talent and achievements in various things that they must instill in themselves.

This research can be used as a guideline to improve performance as a professional teacher, as well as to improve managed learning. In order to produce good achievements for students and also become the pride of teachers. So that teachers are more creative and innovative in carrying out their duties to guide and educate the nation's children in accordance with the teacher's pledge stated in the 1945 Constitution.

Provide the motivation to teachers to develop their creativity in carrying out their daily duties and obligations. Big capital in enriching the learning process in the classroom, both learning related to social studies subject matter or other lessons. Thus providing a revolution for teachers in increasing student interest in learning. This can be seen from the success of students in learning.

According to Winkel, studies are all mental or psychic activities that take place in active interactions in the environment, which result in changes in the management of understanding. According to Ernest R. Hilgard (in Sumardi Suryabrata, 1984:252) study is a process of action that is carried out intentionally, which then causes changes, which are different from the changes caused by others. The nature of the change is relatively permanent, it will not return to its original state. Cannot be applied to changes due to temporary situations, such as changes due to fatigue, illness, drunkenness, and so on.

Whereas Understanding Learning according to Gagne in his book The Conditions of Learning 1977, learning is a kind of change that is shown in changes in behavior, the situation is different from before the individual is in a learning situation and after taking similar action. Change occurs as a result of an experience or practice. In contrast to changes immediately due to reflexes or instinctive behavior.

Moh. Surya's (1981:32), the definition of learning is a process of the effort carried out by individuals to obtain a new change in behavior as a whole, as a result of the individual's own experience in learning the interaction with the environment. The conclusion that can be drawn from the two understandings above is that in principle, learning is a change from one's self.

Of several of the learning above, it can be concluded that all mental or psychic activities carried out by a person give rise to different behavioral changes between after learning and before learning.

Student learning outcomes according to W. Winkel (in the book Teaching Psychology 1989:82) are the success achieved by students, namely student learning achievements in schools that manifest in the form of numbers.

According to Winarno Surakhmad (in the book, Teaching and Learning Interaction, (Bandung: Jemmars, 1980:25) student learning outcomes for most people mean tests, exams, or tests. The purpose of these tests is to obtain an index in determining student success.

The method according to Djamaluddin and Abdullah Aly in Kapita Selekta of Islamic Education, (1999:114) comes from the word meta meaning through, and hodos way. So the method is the path that must be passed to achieve a goal. Meanwhile, according to the Ministry of Religion of the Republic of Indonesia in the book Methodology of Islamic Religious Education (2001:19 ) Method means a systematic way of working to facilitate the implementation of an activity in order to achieve the specified goals. According to WJS. Poerwadarminta in the Big Indonesian Dictionary, (1999:767) The method is a way that has been organized and well thought out to achieve a goal. Based on the above definition, the author can conclude that the method is the path or way taken by someone to achieve the expected goals.

Teaching is such a complex endeavor that it is difficult to determine what good teaching really is. The method is one tool to achieve the goal. While learning is an activity carried out by the teacher in such a way that student behavior changes for the better (Darsono, 2000: 24). According to Ahmadi (1997: 52), the learning method is a knowledge of teaching methods used by teachers or instructors. Another understanding says that the learning method is a presentation technique that is mastered by the teacher to teach or present lesson material to students in the classroom, either individually or in groups so that the lesson can be absorbed, understood, and utilized by students properly.

RESEARCH METHODS

The research was conducted in class V at school SD Negeri 001 North Sebatik, Kec. East Sebatik, Kab. Nunukan. Which is located on Jl. H. Beddu Rahim RT. 08 Sei Village. Stake District. North Sebatik, Kab. Nunukan. The implementation of the research was carried out with the information that the class consisted of 25 students with details of 11 boys and 13 girls with different characteristics. The condition of the classroom where the research is conducted has an area of 8 x 7 with details of a length of 8 meters and a width of 7 meters.

This study took two weeks with the following details:

1. The pre-cycle was conducted on April 25, 2017, at SD Negeri 001 Sebatik Utara with a description of the number of students 25 people, 11 boys, and 14 girls.

2. Cycle I was held on May 08, 2017, at SD Negeri 001 Sebatik Utara with a description of the number of students 25 people, 11 boys, and 14 girls.

3. Cycle II was held on May 15, 2017, at SD Negeri 001 Sebatik Utara with a description of the number of students 25 people, 11 boys, and 14 girls.

This research design is a classroom action research design that covers the scope of the class. Classroom Action Research (CAR) is a variety of research classroom context learning carried out by teachers to solve learning problems faced by teachers, improve the quality and learning outcomes and try new things in learning for the sake of improving the quality and learning outcomes. The following is an image of the classroom action research design below.

PTK has the following characteristics:

1) Cyclical in nature, meaning that CAR looks cyclical (planning, implementing, observing, and reflecting), as a standard research procedure.

2) It is longitudinal, meaning that CAR must take place within a certain period of time (eg 2-3 months) continuously to obtain the required data, not "one-shot" after its implementation.

3) It is particular-specific so it does not mean to generalize in order to obtain the arguments. The results are not to be generalized even though they may be applied by other people and in other places with similar contexts.

4) Participatory in nature, in the sense that teachers are researchers as well as agents of change and targets that need to be changed. This means that the teacher has a dual role, namely as a person who is researching and also being researched.

5) It is emic (not ethical), meaning that CAR looks at learning from an insider's point of view that is not distant from what is being studied; not according to the point of view of outsiders who are distant from the thing being studied.

6) Collaborative or cooperative, meaning that in the implementation of CAR there is always cooperation or collaboration between researchers (teachers) and other parties for the validity and achievement of research objectives.

7) It is casuistic in nature, meaning that CAR works on specific or certain cases in learning that is real and affordable by the teacher; working on big problems.

8) Using the natural context of the class, it means that the class as a venue for the implementation of CAR does not need to be manipulated and or engineered for the needs, interests, and achievement of research objectives.

9) Prioritizing the adequacy of the data needed to achieve the research objectives, not the representativeness (representation of the number) of the sample quantitatively. Therefore, CAR only requires the use of simple statistics, not complicated ones.

Data collection in this study was carried out using two ways, namely as follows:

4. Result of observation sheet

In conducting this research, it was carried out using technical analysis with the results of observations made by the author in the following way:

5. Written test results

The results of the written test were analyzed by the level of students' understanding of the Social Science lesson using the discussion method. The researcher summed the scores obtained by the students, which was then divided by the number of students in the class so that the average test was obtained which could be formulated:

The data obtained from observations during the teaching and learning process were then analyzed descriptively so that it could be seen whether the learning objectives with the discussion method used had achieved the target or did not even reach the target. So it is necessary to consider what things will be carried out in the assessment.

RESEARCH RESULTS AND DISCUSSION

Starting from research data conducted in the pre-cycle using the discussion method on the material wealth of our arts and culture, it gives some very concerning impacts. Mastery of students in the pre-cycle only reached 25%, this really illustrates that students' understanding is very low on the material wealth of our arts and culture in the subject of Social Sciences. From the percentage in the pre-cycle which only completed 25% of students in Social Science learning, it means that there are still 75% of students who have not completed Social Science lessons with the Wealth of Our Cultural Arts.

The percentage of improvement results of students who have completed learning has not increased in the pre-cycle with a percentage of 25% complete and 75% incomplete (out of a total of 25 students), student learning outcomes can be seen to increase after the first cycle of students who complete learning 60% and not complete 40 % (out of 25 students), and in the second cycle, 90% of students who finished studying and not completing 10% (of 25 students), and in the second cycle, the students' completeness in learning reached 90% by referring to the KKM standard for Social Science lessons. 70. The graph of the percentage of students who completed and did not complete is listed below.

The details on the graph with percentages can be described by the number of completeness with numbers according to the percentage of completeness. In the pre-cycle, there were 25% complete with details of 6 students, and 75% incomplete with details of 19 students. After making improvements to learning in the first cycle there are 60% complete with details of 15 students, and 40% incomplete with details of 10 students, while in the improvement of learning with cycle II there are 90% complete with details of 23 students, and 10% are incomplete with details 2 students.

From the table above, it can be seen that the achievement of grades that occurred from the first cycle experienced a fairly drastic increase with a percentage increase from 25% to 60% with a difference of 35% or equivalent to 13 students.

The improvement of learning which was carried out in two cycles on the subject of Social Science class V with the material wealth of our arts and culture using the discussion method showed satisfactory results. In the pre-cycle, only 25% (6 students) out of 25 students achieved a complete learning score with a KKM of 70, while in the first cycle only 60% (13 students) had gotten a complete score.

This pre-cycle learning, it shows that the activeness of students in participating in the learning process is also very low. This is because in the pre-cycle learning management has not been implemented that applies optimally appropriate discussion methods. Teachers only teach with the old pattern, so that children get bored easily and feel bored, not enthusiastic about learning, and teachers do not condition students to be physically and psychologically ready. To improve student learning outcomes, students must really learn comprehensively, such as the opinion of Bell-Gredler (1986: 1) which states that learning is a process carried out by humans to get a variety of competencies, skills, and attitudes.

After the implementation of the discussion method in learning Social Sciences in the first cycle, student learning outcomes began to increase when compared to pre-cycle learning. Based on the learning outcomes in the first cycle, the author tries to improve and optimize the use of discussion methods in improving learning cycle II. 

Applying appropriate discussion methods and empowering students in the learning process optimally, such as providing opportunities to ask questions, answer questions, express opinions and ideas, and use appropriate learning media, can improve student learning outcomes and student activity in the learning process. In the instructional process (learning), the source of information is the teacher, students, or other people. Only, in this case, the media gets a more specific definition, namely "message (information) technology that can be used for learning purposes" (Scramm, 1977 ), or "physical means to convey learning content/materials" (Briggs, 1997).

So it can be concluded simply that learning media is a means to channel messages or information from teachers to students or vice versa. The use of learning media will allow the learning process to occur in students and can be used to increase the effectiveness of learning activity    

CONCLUSION

This shows that with the implementation of learning improvements using this Discussion method, the teacher is able to reflect on himself so that in giving material in class it can be done correctly when giving an explanation is not too fast and the teacher is also able to give concrete examples so that it is easy to understand. by students. In addition, the teacher must also be good at choosing the right teaching method and the teacher is also pleased to provide opportunities for students to ask questions. With the implementation of improved learning in this class, of course, it makes students enthusiastic in paying attention to the teacher's explanations and it is hoped that students will be enthusiastic in paying attention to the teacher's explanations and it is also hoped that students will not imitate each other's results in class.

Based on these conclusions, there are several things that must be considered by teachers in improving the quality of student learning, namely:

1. In providing subject matter, students should involve students expressing their opinions according to the understanding possessed by these students.

2. When giving an explanation, don't be too quick and don't forget to use language that is easy for students to understand.

3. The teacher should ask questions and also provide opportunities to ask students.

4. There should be a follow-up to go through the Subject Teacher Conference ( MGMP ) and attend training in order to improve the quality of teaching.

LIST LIBRARY A

Andayani, et al. (2007). Consolidation of Professional Capabilities. Jakarta: Open University.

Chotimah, Husnul, et al. (2005). Classroom action research. Bandung: Alpha Beta

Hanif Nurcholis, Mafrukhi , ( 2007). I Love To Speak Indonesian For Elementary School Class V . Jakarta. Erlangga

Sudjana, (2002). Research Methodology and Statistics. Jakarta: Rineke Cifta

Syaiful B.Dj. & Aswan Z. (2006). Teaching and Learning Strategy . Jakarta . Rineka Cipta .

Susilaningsih, E. & Limbong, LS (2008). Social Sciences 5 . Jakarta. Ministry of National Education Book Center

Tahir, M. (2014). Definition of Education. Retrieved May 3, 2017. Source: http://www.lebahmaster.com/pengertian-dunia/

Hariyanto. (2017). Understanding Learning According to Experts. Retrieved May 3, 2017. Source: http://learningpsychology.com/pengertian-learning-menurut-ahli/

Mulyana, A. (2012). Understanding Learning Outcomes and the Factors That Affect It. Retrieved May 3, 2017. Source: http://ainamulyana.blogspot.com/2012/01/pengertian-hasil-belajar-dan-factor.html

Ardiansyah, R. (2014). Factors Affecting Learning Outcomes. Retrieved 03 May 2017. Source: http://www.idsejarah.net/2014/11/factors-yang-menunjuki-hasil.html

Mulyana, A. (2012). Understanding Learning Methods and Types. Retrieved May 3, 2017. Source: http://ainamulyana.blogspot.com/2012/01/pengertian-method-pembelaaran-dan.html

Sora, N. (2016). Definition of Discussion and its Kinds and Benefits. Accessed 03 May 2017. Source: 

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5 Nutrisi yang Meningkatkan Kesehatan Jantung yang Optimal (Beberapa Mungkin Mengejutkan Anda)*

Situsartikel92.com, Pedoman umum untuk mempromosikan kesehatan jantung bisa jadi agak kabur. Ya, sering berolahraga dan makan makanan yang seimbang membantu mendukung kesehatan seluruh tubuh, tetapi bagaimana kita bisa menyelam lebih dalam untuk memastikan kita benar-benar mendukung jantung kita?

Ternyata ada beberapa nutrisi penting yang meningkatkan kesehatan kardiovaskular dengan cara yang ditargetkan dan banyak sekali (beberapa di antaranya mungkin mengejutkan Anda).

Omega-3

Jadi kelompok nutrisi khusus ini dan manfaat kesehatan jantungnya yang komprehensif tidak mengejutkan (omega-3 diakui sebagai pendukung sistem kardiovaskular). Tetapi asam lemak ini sebagian besar kurang dikonsumsi oleh orang Indonesia dan patut mendapat perhatian kita. Terlepas dari itu, mereka adalah pembangkit tenaga sejati dalam hal mendukung jantung yang sehat.

Omega-3 membantu meningkatkan fungsi pembuluh darah dan meningkatkan tingkat tekanan darah yang sehat. Faktanya, omega-3 laut dosis tinggi (yaitu, setidaknya 800 miligram EPA + DHA per porsi) dari suplemen minyak ikan terkait dengan hasil kesehatan kardiovaskular yang positif.

Selain itu, omega-3 membantu meningkatkan kadar trigliserida dan detak jantung yang sehat, yang keduanya berkontribusi pada efek kardioprotektif mereka secara keseluruhan. Dengan kata lain, jika Anda mencari nutrisi untuk meningkatkan kesehatan jantung, Anda mungkin ingin memulai dengan suplemen omega-3 berkualitas tinggi.

Folat

Sekarang kita bisa masuk ke nutrisi yang mengejutkan! Folat, alias vitamin B9, vitamin ini dapat membantu meningkatkan kesehatan kardiovaskular dengan cara yang sangat efektif. Sangat penting untuk menjaga keseimbangan kadar homosistein, yang tidak menjadi masalah bagi mereka yang memiliki siklus metilasi yang sehat.

Apa itu metilasi, Anda bertanya? Dan apa hubungannya dengan hati? Nah, metilasi adalah proses biokimia penting yang melibatkan transfer gugus metil ke dan dari berbagai senyawa bioaktif dalam tubuh.

Bentuk folat yang dimetilasi (alias bioaktif), 5-MTHF, digunakan untuk berbagai fungsi di seluruh tubuh termasuk menjaga kadar homosistein tetap terkendali (yaitu, dengan menggerakkannya dalam siklus metionin, untuk semua pecinta biokimia). Tingkat homosistein normal berhubungan dengan fungsi jantung yang sehat, itulah sebabnya folat (bentuk folat yang ditemukan dalam suplemen: asam folat, terutama ketika dalam bentuk aktifnya 5-MTHF) sangat membantu dalam meningkatkan kesehatan jantung, di antara sejumlah bidang kesehatan lainnya.

Vitamin C

Vitamin C membantu mendukung kesehatan jantung dengan berbagai cara, berkat sifat antioksidan kuat yang membantu vitamin esensial memadamkan radikal bebas dan memerangi stres oksidatif.

Selain tindakan antioksidan dan anti-inflamasi, vitamin C mendukung fungsi endotel, integritas pembuluh darah, kesehatan pembuluh darah, dan bahkan meningkatkan tingkat tekanan darah yang sehat semuanya memiliki dampak mendalam tidak hanya pada kesehatan jantung, tetapi juga umur panjang.

Resveratrol

Jika Anda belum pernah mendengar tentang fitonutrien yang luar biasa ini. Ditemukan dalam anggur, cokelat, dan tumbuhan utama (misalnya, ekstrak knotweed Jepang), para peneliti percaya bahwa resveratrol adalah rahasia di balik The French Paradox: penjajaran dari diet standar Prancis, yang tinggi lemak jenuh dan anggur merah, dan tingkat masalah kesehatan jantung yang relatif rendah di antara penduduk Prancis.

Penjelasan ilmiah untuk The French Paradox? Seperti vitamin C, resveratrol membantu mengatur tingkat tekanan darah yang sehat dan mendukung fungsi pembuluh darah dan endotel. Selain itu, resveratrol memiliki sifat antioksidan yang menghambat stres oksidatif pembuluh darah dan membantu menjaga keseimbangan antioksidan yang sehat.

Meskipun resveratrol sangat bermanfaat bagi kesehatan kardiovaskular dan seluruh tubuh kita, tapi bioavailabilitasnya terbatas. Untuk membantu meningkatkan bioaktivitas dan retensi resveratrol dalam formula multivitamin, kami telah menambahkan temannya yaitu fitonutrien, piperine, sehingga keduanya dapat bekerja sama untuk memberikan umur panjang dan kesejahteraan secara keseluruhan.

Likopen

Lycopene adalah botani pemacu umur panjang yang luar biasa dari multi komprehensif yang memberikan efek jantung sehat ketika dikonsumsi melalui makanan dan suplemen yang telah ditargetkan. Tindakan kardioprotektifnya termasuk memberikan tingkat LDL yang sehat kolesterol, memodulasi produksi sitokin, dan mendukung aliran darah, sementara suplemen secara khusus dikaitkan dengan tingkat tekanan darah yang sehat.

Selain itu, ahli diet terdaftar Jess Cording, MS, RD, CDN sebelumnya mengatakan, bahwa penelitian yang mendukung kemampuan likopen untuk meningkatkan hasil kesehatan jantung untuk individu dengan kebutuhan dukungan kesehatan kardiovaskular terfokus sangat luas. Jika Anda ingin meningkatkan kesehatan jantung Anda, tambahkan beberapa tomat pada makanan Anda minggu ini untuk menuai manfaat kardiovaskular dari likopen.

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Para Ahli Setuju : Salah Satu Jenis Minyak yang Harus di Hindari dalam Memasak (Menyebabkan Gas & Kembung)

Situsartikel92.com, Anda mungkin sudah menyadari bahwa sering memasak dengan minyak olahan dapat menghalangi tujuan untuk menurunkan berat badan Anda, tetapi beberapa pilihan yang lebih buruk bagi kesehatan Anda daripada yang lain. Jika Anda menderita gangguan pencernaan, peradangan, dan usus lainnya atau masalah terkait pencernaan, para ahli mencatat bahwa jenis minyak goreng yang umum digunakan ini mungkin menjadi penyebab utama. 

Kami berkonsultasi dengan ahli gizi dan kesehatan bersertifikat NASM Reema Hannaford dan ahli diet terdaftar Katie Krejci, MS, RD, LP, IFNCP untuk mempelajari lebih lanjut tentang memasak dengan minyak dan bagaimana hal itu dapat menjadi penghambat penurunan berat badan yang sehat.

Minyak Biji merupakan Jenis Minyak Goreng Terburuk Untuk Menurunkan Berat Badan & Gangguan Pencernaan

Hannaford mencatat bahwa minyak biji, termasuk produk dari biji anggur, kedelai, kacang tanah, dan kanola adalah "minyak paling berbahaya untuk dimasak" dalam pengalamannya. "Karena tingginya jumlah pemrosesan yang telah dilalui, sehingga minyak mengandung sedikit bahkan tidak ada nutrisi di dalamnya dan dapat meningkatkan peradangan dalam tubuh," jelasnya, Dia juga mencatat siapa pun yang mencoba menurunkan berat badan harus menghindari minyak sawit dan minyak sayur untuk alasan yang sama.

Krejci menambahkan, "Minyak goreng seperti ini, mengandung lemak tak jenuh yang tinggi. Lemak tak jenuh memiliki satu atau lebih ikatan rangkap, dengan demikian, lemak tak jenuh mencair pada suhu yang kurang stabil," katanya. Ketika lemak tak jenuh terkena panas tinggi, ikatan rangkapnya akan putus. Kerusakan ini menghasilkan oksidasi yang cepat (pelepasan radikal bebas).

"Radikal bebas sangat merusak tubuh manusia dan dapat menyebabkan peradangan, penuaan dini, ditambah kerusakan membran sel, mitokondria dan DNA," katanya. Mengutip studi penelitian tentang masalah tersebut dan pengalamannya sendiri. Lemak jenuh, katanya, "jauh lebih stabil dan kurang inflamasi saat dipanaskan," berkat tidak adanya ikatan rangkap. Asam lemak menumpuk dengan rapi, itulah sebabnya tetap padat pada suhu yang kurang stabil. "Asam lemak secara alami memiliki titik asap tinggi 350-450 derajat."

Krecji juga mencatat bahwa sebagian besar minyak yang akan Anda temukan di pasaran saat ini diproses dengan sangat tinggi melalui tekanan besar dan panas tinggi untuk mengekstrak hasil setinggi mungkin. "Paparan panas tinggi ini tidak hanya menyebabkan produksi radikal bebas, tetapi juga mendenaturasi vitamin E (antioksidan) yang terjadi secara alami. Ini berarti, produsen menambahkan antioksidan sintetik mereka sendiri (BHA, BHT dan TBHQ), "yang memiliki sifat mengganggu endokrin. Yang terpenting, terkadang minyak juga diolah dengan pelarut (biasanya heksana)." Terakhir, minyak murah ini sering disimpan dalam botol plastik.

Apa Yang Harus Dimasak Sebagai Gantinya & Bagaimana Cara Sehat Mempersiapkan Minyak Ini

Kedua ahli menganjurkan minyak yang kurang proses seperti minyak zaitun yang tidak dimurnikan, minyak alpukat, dan minyak kelapa yang diperas dingin. Karena mereka kurang diproses, Hannaford mengatakan, "minyak ini mempertahankan lebih banyak nutrisi mikro, kaya akan antioksidan dan asam lemak tak jenuh tunggal yang meningkatkan kesehatan," yang merupakan berita bagus untuk usus dan jantung Anda. Lebih sedikit pemrosesan, jelasnya, juga berarti lebih sedikit peradangan."

Senyawa anti-inflamasi seperti tokoferol, karotenoid, dan polifenol yang ditemukan dalam minyak zaitun yang diproses secara minimal meningkatkan kesehatan, katanya, sementara pelestarian vitamin E dan K berperan aktif dalam fungsi tubuh yang sehat, sirkulasi darah, metabolisme kalsium dan kesehatan jantung. ."

Aturan praktis yang baik, menurut Krecji, adalah hanya menggunakan lemak padat pada suhu yang tidak stabil untuk memasak dengan panas yang tinggi.

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