The slides were addressed to a group of 6th graders in an International School in the Netherlands, to whom designs of percentage bar learning are implemented. The slides were meant to give an overview to students of what we have done in their class (Integrative Practical and Teaching Implementation). The slides are associated with reporting research, as the students have learned about conducting research in their school

1. Design Research: Learning
Percentage with Percentage Bar
Laurado Rindira Sabatini
Muhammad Husnul Khuluq

2. Why Percentage?
1. Closed to daily life 2. Many students
struggle with it
At the end of primary school,
students more or less know
what a percentage is, yet they
often struggle with
percentage problems
(van Galen & van Eerde,
2013)
Why Bar?
1. New approach to
learn percentage
2. Power of
percentage bar
- Helpful
representation
- Promote systematic
calculation
- Natural entry to
calculation via 1%
Why ISA?
Language matter

3. Research Questions
1.How do 6th grade pupils solve percentage problems?
2.How can percentage bar support pupil’s understanding of percentage?
What did we do?
Design research
What do we want to know?
Preparation and Design Teaching
Experiment
Analysis
Written Test
Interview
Design
Notes:
- The process
is cyclic
- We did two
cycles and
drew
conclusions

4. Data Collection
Written Test Interview Lessons
Aims To identify prior
knowledge and
starting point
To get more insights on
student’s
understandings,
thinking, reasoning, and
strategy in working with
problems
To investigate how
percentage’s bar
support students’
understanding of
percentage
What
Data?
15 standardized
items about
percentage
3 selected items from
the written test
Audio registration,
field notes, and
students’ written
work
How to
collect the
data
Individual
written test
Students’ interview
(Audio Recorded)
Audio recordings
and classroom
observation

5. Lesson Design
 Grouping the students into 5 groups (3-4 students)
 The lesson will be conducted twice
Lesson 1 Lesson 2
Time Allocation ± 50 minutes ± 50 minutes
Students prior
Written test and interview Lesson 1
knowledge
Main aim to introduce the use of
percentage bar to solve
percentage’s problems
to use percentage bar as a
calculation tool to solve
percentage’s problem
across context
The use of
context
download bar, battery bar,
parking lots, and health bar
copying bar, download bar,
discount

6. Data Analysis
Written Test
• Most students answered less than 50% of the items
correctly
Interview
• Most students understood percent as “out of 100”
• Most students used 50% and 25% as their benchmarks
and started to work with it
• Most students found it difficult to find percent-value
• None used the bar yet
• Some students have used ratio to solve percentage
problems

7. Data Analysis (The Lesson)
Analyzing the learning process through the audio recordings, observation
notes, and students’ written work, we found that the students:
Results/ Findings during Lesson 1 Students’ Work
Represented the position of certain
percentages on the percentage bar
Began to use percentage bar as a
calculation tool by methods of halving and
splitting
Still used mental calculations, but can make
the representation of it in the bar
Found other benchmark percentages such
as 10% and 5%

8. Results/ Findings during Lesson 2 Students’ Written
Saw the benefit of using percentage bar for the
problems indicated the bar and helped them to
reason about the problems
Some students did not see the benefit of using
percentage bar since they have capability to
solve problem without the bar
Found and used other benchmark percentages
(10%, 5%, and 1%) to solve problems
Began to use percentage bar across context
(non-indicated bar), but not with others.

9. General Conclusions
• Students solved percentage problems by using a variety of strategies,
such as, ratio, benchmark percentages (50% and 25%), percent-fraction
relationship, formal procedure, etc.
• Percentage bar could be a powerful and handy tool to perform
systematic calculation for solving percentage problems. It also
helps to reason and think about percentage’s problem.
Recommendation for School/ Practice
• It would be better to start teaching percentage with context
• Focus more on the understanding rather than the procedural
things
• It would be better to use video registration

10. Thank You