ISSN : 2579-5724

Mathematics Education Journals ISSN : 2579-5260 (Online)

Vol. 5 No. 1 February 2021 http://ejournal.umm.ac.id/index.php/MEJ

Jerome Bruner's Theory of Learning to Improve Basic School Students'

Understanding of Numbers by Learning in Stage

Dewi Netta Febrianti1, Jayanti Putri Purwaningrum2

1
Mathematics Education Study Program Student Mathematics Education
2
Lecturer Mathematics Education
Teacher Training and Education Faculty Muria Kudus University
E-mail : dewinetta78@gmail.com

Abstract
Mathematics is a subject that is disliked by most students. This has resulted
in a lot of children who are not enthusiastic about this lesson since
elementary school. Elementary school is a place where children start
knowing what numbers are, what numbers are and how a number looks.
Numbers become the basis for children before learning about mathematics.
There are so many branches in numbers that children need to know, starting
from the basics of numbers, namely natural numbers, developing into whole
numbers, whole numbers, and fractions. This is why the methods of learning
mathematics must be well determined, at this time many learning methods
have emerged with various criteria. Because of this, the writer tries to find
the right theoretical solution according to the number material which has
developing properties, the method that can be used is the Bruner Theory,
which is to learn by understanding the basics first before proceeding with
something that is more difficult because mathematics is an abstract concept.
Keywords: Jerome Bruner's Theory; Kinds of Numbers

INTRODUCTION
Elementary School (SD) is a level of education that is held to provide basic
skills in reading, writing, arithmetic, knowledge and basic skills which are closely
related to their application in everyday life. Various efforts and methods have been
made to produce the best graduates so that they can continue to higher education.
However, the results obtained are still far from expectations. According to data
from the Central Statistics Agency (BPS) there were at least 20.450.382 workers
who graduated from high school and equivalent as of February 2019. This can be
based on many factors such as not having sufficient grades to continue to the next
higher level.
The way students learn in class can affect student learning outcomes, when
in the classroom when learning the method given by the teacher only provides
concepts in abstract form, the teacher only provides examples of these concepts,
and students are required to be able to work on problems as exemplified by the
teacher (Hasil et al., 2010) . This is what causes children to not be able to improve
their thinking because they think that mathematics is only memorizing formulas,
and will continue to find it difficult if they get questions that do not match the
examples given.

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A teacher is always faced with classroom conditions with students who have
the ability to think, behave, and have various skills. The things that most influence
students 'thinking abilities are the learning methods used, the need for appropriate
methods according to the characteristics of students, and students' environmental
conditions so that they can easily understand the material that has been delivered.
The learning model is very influential in the educational process to achieve
educational goals through learning. However, there are a lot of difficulties
experienced by students in learning in every subject. Because each student has
different characteristics and different abilities in solving a problem. (Marogi et al.,
2016).
In the field of education, mathematics plays a very important role in life in
the future, because mathematics teaches students to think scientifically and foster
abilities from what they know before. (Priatna & Yuliardi, 2019)
However, many students have difficulty learning mathematics. One of the
difficulties is the low ability of students because in general students prefer to
memorize than practice and analysis. In fact, mathematics is a formula that students
must understand to find out the meaning and purpose of the formula. However,
most students only memorized the formula without knowing the meaning and
purpose of the formula. Another problem regarding student learning outcomes, due
to the lack of activeness of students which makes the class passive and has low
abilities. (Rijal, 2016)
The ability to count is the ability to master mathematics which is considered
very important and is closely related to its application in everyday life in society.
Numbers or what is also called numbers cannot be separated from mathematics.
Without realizing it, in everyday life you will definitely need numbers, for example
when watching TV and wanting to change channels using the remote, you will see
a row of numbers written on the remote. This is one example of the existence of
numbers in everyday life.
The introduction of number symbols in children needs to be given as early
as possible using the right way and according to the child's development stage. The
introduction of symbols in mathematics plays a very important role in
understanding mathematical concepts, because learning mathematics really
requires number symbols until when you will use mathematics.
Learning mathematics may be a lesson that most students think that
mathematics is difficult. The result is reduced interest and attention from students
in learning mathematics. To overcome this, the teacher must introduce basic
material that is easier, after the child understands the new basic material to continue
deeper into the material. Because, anyone will feel difficult if they do not
understand the basic material first. Likewise in elementary school, of course, before
introducing addition, subtraction, multiplication, and division, teachers need to
introduce numbers and numbers, the kinds of numbers that students must
understand before learning mathematics.
Number is a mathematical concept that is used for enumeration and
measurement as a form of depiction or abstracting the number of members of a set,
and is a number that cannot be seen, written, read and said because it is an idea that
can only be lived or thought about, so a symbol is needed. or a symbol used to

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represent a number called a number or number symbol. Sudaryati (2006) states that
numbers are used as a number symbol used to denote a number.
Number by number expresses two different concepts, number represents a
quantity, while the number symbol (number) is the notation of the number.
Numbers have many types, such as natural numbers, whole numbers, whole
numbers, and fractions that must be mastered as a basis for learning mathematics.
The ability to recognize number symbols in children is very important to develop
in order to obtain readiness in participating in learning at a higher level, especially
in mastering mathematical concepts. Understanding the concepts of mathematics
regarding the kinds of numbers cannot be separated from the method given by the
teacher to learn the kinds of numbers. One of the teachings that is oriented to
planting basic concepts, then develops to find something new but still in one
concept. With new discoveries, children can select, retain, and transform new
information. So that it is hoped that students can understand a basic number, then
can develop to recognize other numbers.
The way students learn numbers is by giving them the opportunity to
metematise themselves with realistic problems, so they can construct or build their
own knowledge. Giving problems to initiate learning so that students can try to
solve problems in their own way, because most students are given information using
mathematics that is ready to answer a problem. Students are given the freedom to
think in solving a given problem, so that there will be many possibilities created by
each student to solve the same problem.
Jerome Bruner's Theory Jerome Bruner's learning is also called discovery
learning, which is student-centered learning to actively seek and find knowledge of
the events he has experienced. By learning to seek knowledge actively by students,
students automatically give results to themselves, and seek solutions to problems
with their own efforts so as to produce truly meaningful knowledge. (Sutiadi, 2013)
In carrying out a learning system, discovery has several advantages. This advantage
makes a lot of people believe in the theory of discovery learning. This advantage is
that knowledge can last a long time in memory, or it is easy to remember compared
to knowledge learned in other ways, discovery learning has a higher success rate of
student understanding compared to other learning outcomes, improves reasoning
and has the ability to think freely. in an effort to solve problems, students learn to
train cognitive skills in finding an invention without the help of others.
Bruner argues that "mathematics is a science that can be learned through the
concepts and structures that already exist in mathematics, from these mathematical
concepts and structures it can be searched for the relationships contained in the
material" In improving education, especially education. mathematics, Bruner
suggests 4 themes, namely the importance of knowledge structures, readiness to
learn, emphasizing the value of intuition in the educational process, and motivation
and desire to learn. This theory makes a person work to internalize events into a
storage system according to the environment.
Bruner stated that the most important thing in learning is how people
actively choose, retain, and transform information. This means that students can
understand the importance of the structure of knowledge, because the structure of
knowledge will help students to see how facts that seem unrelated, but in fact are

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very related facts. Students not only receive information from the teacher, but
students learn to find information from objects that are around them.
Bruner's approach to learning is based on the assumption that people
construct knowledge by relating incoming information to previously stored
information. Everyone when facing various problems in the environment will
certainly form a structure or model that presents a grouping of certain things and
connects with things we already know. With this, one can formulate hypotheses to
incorporate new knowledge into our structures, by expanding those structures or
building new structures can develop expectations that will occur.
The teaching application of Bruner's theory of discovery is viewed in terms
of methods and objectives. Learning is not only about gaining knowledge by
training students 'intellectual abilities and stimulating their curiosity and motivating
students' abilities. According to Bruner, learning involves three ongoing processes.
The three processes are obtaining new information in the form of discovering
something new, this new thing can be contrary to the information we previously
stored, and there is also a refinement of previous information. Information
transformation, making someone when they find something new will definitely
transform new knowledge with the knowledge they already have. And testing the
relevance and accuracy of knowledge can be done by assessing whether the way
we have done with new information is in accordance with the information we
expect.
Students will find mathematics difficult if the learning is not in accordance
with the student's learning style. Because, students' different learning styles should
be given the opportunity to find their own ideas, through their own ways with their
own real life experiences.
This will be very useful for teachers to find good strategies for how children
can learn by considering students' conditions. There are so many things that need
to be paid attention to for the progress of education, attention can be in the form of
development. First is the structure of knowledge, knowledge is needed by students
to make it easier to understand material that does not seem to have a relationship
between the information students already have. Second, readiness to learn,
readiness is needed to learn in mastering skills. Third, the value of intuition in
learning, intuition is needed for the conclusions of the learning that students have
done while gathering information with the analysis step. And fourth, the motivation
of the desire to learn, the desire of students to encourage students to participate
actively in learning. (Buto, 2010)

RESEARCH METHOD
The method used is literature review related to Jerome Bruner's learning
theory in fostering the ability to find new knowledge from the events he
experienced. The data findings in this literature review are sourced from various
related literatures. The primary source used in this literature review comes from
references related to Jerome Bruner's Learning Theory, material on numbers, and
problem solving from new discoveries that are obtained. Meanwhile, secondary
sources used are learning activities and child psychologists.

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RESULTS AND DISCUSSION

Learningin Bruner's Learning Theory
There are many efforts that can be made to improve mathematics learning,
such as upgrading teachers, evaluating curriculum, having adequate teacher
education qualifications, research on learning failures that are experienced, and
selecting methods in learning that are suitable for students.
In this case Jerome Bruner states that students will build historically
containing the conceptual structure of the ideas that exist in their minds. That's why
students must be able to build and develop their thoughts about mathematics.
In the number material, students can learn the types of numbers starting
from the simplest numbers, namely the original numbers that contain sets starting
from number 1. If this number has been fully understood, then continue to
understand other numbers. Because of the linkages in numbers, students can relate
the information obtained to previously stored information. With this, students are
able to develop what they know, develop knowledge about new facts that are related
to each other.
Natural numbers are one of the simplest mathematical concepts of numbers
and are among the first concepts and the first types of numbers that students can
learn and understand.
Lesson 1: Natural numbers are numbers that start from the number 1 and continue
with the addition of 1 from the previous number. With this, natural numbers can
calculate the number of objects. With Situational activities, students can imitate and
demonstrate the stories of hare and snails that compete with the aim of introducing
students to the sequence and sequence of numbers where the position of the small
and the snail starts a competition, with this students can understand the position of
numbers.
Activity Model Of, an overview of mouse deer and snails to find out how
students count and compare a lot of data through writing many different columns
and rows. The arrangement of numbers can be initialized with a different color bead
for every 5 numbers. This is to make it easier for students to compare numbers by
observing the group of beads that are formed.
Formal activities that can be done is to write lots of mouse deer and snails
with numbers. students are given random numbers of paper to hang in the right
order. This activity has the aim of arranging and comparing numbers. In the position
of Kancil and Snails doing a competition, students can observe a number sequence
form, that is, when following the sequence of numbers the more to the right, the
bigger it is. With this, students are able to be given a question to count the number
of groups of snails. (Kampung et al., 2020)
The set of natural numbers can be applied to a symbol of the number of
objects, with this the student is able to calculate the number of objects with a
number symbol.

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The set of natural numbers is:

{1, 2, 3, 4, 5, 6, 7, 8, 9, ...}
Learning 2 : The obstacles experienced by students in learning numbers are they
cannot write the symbols of numbers correctly, and they cannot read properly. good.
So that the teacher must guide students in writing by giving examples of writing,
which will then be followed by students. Here, students already have new thoughts
and abilities about a number, students can save these thoughts and then continue to
study other numbers according to the problems they will face.
Zero (0) is a number as a delimiter between positive and negative numbers.
Zero is used to represent numbers in numbers in the form of numbers and numeric
digits. In learning the meaning of a zero number, it is necessary to illustrate the data
to make it easier for students to recognize zeros. (M.Primasti, 2019) For example,
when students have ice cubes in molds and are stored in the refrigerator. Every day
the students took the ice cubes from the mold. Over time the ice cubes will run out
and not remain in the refrigerator. This is what can be said that the ice cubes in the
refrigerator is 0 (zero). (Priatna & Yuliardi, 2019)
If students have learned about zeros, and have additional knowledge of
information about zeros, then students have learned about counted numbers.
Because, whole numbers are numbers that start from the number 0 and continue by
adding the number 1 from the previous number. when studying whole numbers
students can relate the information they get with the previous information. If the
students have previously understood natural numbers, then students can connect
whole numbers with natural numbers, so that students can find new information
that the difference between the two types of numbers is the existence of a zero (0).
The set of whole numbers:
{0, 1, 2, 3, 4, 5, 6, 7, 8, ...}
The relationship between natural numbers and whole numbers:

Natural Number
{1,2,3,4,5, … }
Count Number
{1,1,2,3,4,5,…}
Zero Number
{0}

Figure 1. Natural Number anda Count Number

Lesson 3: Every student who gets something they just got the teacher will definitely
have difficulty conveying this material. As in the introduction of integers. The
difficulty experienced by the teacher is finding a way to introduce for the first time
to students what zero and negative integers are. Approaches that are still used today
are to use a number line, use a number back and forth, and use an initialization,
namely debt. However, in this way it is not yet able to make children understand

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the meaning of zero and negative integers, due to an abstract nature of the material
and not in accordance with concrete students' thoughts.
The way that can be done to make it easier for students to learn zeros and
negative integers is to find an imitation of a real situation and can make it easier for
students to imagine an event. An example that can be illustrated is a water
transportation, namely a ship with a position at sea level, which is expressed on a
vertical number line. Through the depiction of an integer zero right at sea level, if
it rises one unit above the water level it will show a positive number of one, if it
rises two units above sea level it shows a positive number two, and so on. (Marogi
et al., 2016)
Likewise, if it falls one unit below sea level it will show a negative number of one,
if it drops two units below sea level then it is negative two, and so on.

Figure 2. Surface and Seabed

After understanding the concept of integers on a vertical line, students then
learn to change the vertical number line to horizontal. The position of the changed
number that was originally on the upper side of zero, now changes to the right side
of zero. Likewise, the position of the number which was initially below zero,
becomes the number on the left side of zero.

Figure 3. Vertical Lines and Horizontal Lines

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Lesson 4: All student activities when studying must have an outcome that belongs
to the student in the form of mastery / understanding level. Meanwhile, the results
of students' mathematics learning activities were obtained daily tests. After students
understand all the material being taught, it is hoped that students will be able to do
the questions correctly and correctly.
The learning model that can be done is with a game that is carried out in
class, namely making number lines on cardboard and students can sort numbers by
completing number lines where some numbers have been written on the number
line. Another learning activity is by group learning, with group learning to help
students complete assignments in a way that students who have high abilities can
help students who have moderate and low abilities. The purpose of group work is
to give opinions to others about critical and logical thinking, to learn actively, and
to help other students to understand material that has not been understood. (Nurisa,
2018)
Problems Math
1. 3 – 5 = …
2. 1 – 4 = …
3. -3 + 6 = …
How do you find the sum of the subtractions?
The work of the questions is done after the students understand what an
integer is. Integer has a relationship with the previous number. An integer is a
number consisting of whole and negative numbers which can be written without a
decimal or fraction component. If students do not understand what a whole number
is, and immediately learn about integers, it will definitely confuse students.
Because, integers have to do with whole numbers.
After understanding the material obtained, students can determine the
method that is suitable and suitable for each of them. In Bruner's Theory, something
material will be easier to understand if the material exists in a real form, such as the
game method.

Figure 4. Positive and Negative Direction Figure

The introduction of integers to students is indeed a difficult thing, this

recognition can be done with an activity or event around us that can illustrate a
positive integer and a negative integer, so that students can understand the concept
in real form, for example:

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1. If walking towards the north is called a positive direction, then walking

towards the south is called a negative direction.
2. If doing good is defined as positive action, then doing bad is defined as
negative action.
3. Debt is defined as a negative number, for example a debt of 100 rupiah is
the same as having -100 rupiah in cash.
In the problems faced by students, there will definitely be many ways out of
the 1 existing problem. Problem solving becomes a press when students are faced
with a problem until the problem can be resolved. In the process of solving the
problem, there are 3 phases that exist, namely reading and understanding the
existing problem, compiling the right solution to the problem, and confirming an
answer that has been obtained and the process that has been done. (Tambychik et
al., 2010)
How to answer the question:
1. 3 – 5 = ….

Positive direction to the right shows an arrow up to number 3, in subtraction

the arrow will point 5 digits to the left until it passes zero and meets the
number -2.
2. 1 – 4 = …

Positive direction to the right in number 1, in subtraction the arrow will

point 4 to the left until it passes 0 and ends at -3.
3. -3 + 6 = …

The number -3 points to the left as a negative number, the addition will point
to the right, so that 6 digits to the right are in number 3.If the

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student already has facts about the group of numbers, and learns integers,
then the student will relate the information he got. previous. It turns out that integers
have a relationship with the previous numbers, it can be seen from the differences

Natural Number
{1,2,3,4,5, … }
Count Number
{1,1,2,3,4,5,…}
Zero Number Integers Number
{0} {…, -2, -1, 0, 1, 2, 3, … }

Negative Number
{ … , -4, -3, -2, -1 }

seen in the previous group.

Gambar 5. Natural Number, Count Number and Integers Number

The difficulties that students often experience in learning about integers are
numbers that contain a negative sign, students' understanding of problems in the
form of mathematical sentences, difficulty understanding equals and parentheses as
symbols of number operations, and difficulty in division operations. (Sidik &
Wakih, 2006)
The ability to think in mathematics is an important thing. Learning will
continue to develop if students are late in learning and there is always an active data
management process by carrying out discovery activities to get new information
based on previous knowledge. With this, students are able to make decisions based
on themselves through selecting and changing information. (Evi, 2011)
The stages in learning something should be learning starting from
understanding basic concepts. Like numbers, before studying mathematics with
other materials, it is better to learn about numbers. If students do not understand
what numbers are and their operations, students will definitely feel confused.
The ability of students to understand numbers can be seen from the ability
of students to determine the correct number operations with reasons and how to
solve problems given by the teacher. Understand problems by connecting actual
calculations with problems of everyday life. And always have a high level of
accuracy after getting the data results. (Safitri et al., 2017)
In learning mathematics not only can be understood through numbers,
numbers are an abstract thing, so an act of interacting with the environment is given
through the exploration and manipulation of objects, conducting an experiment
regarding a number of questions, and preparing a flash. required in learning. (Andi
Yunarni Yusri & Sadriwanti Arifin, 2018)
Students will learn from the ideas they already have so they can construct
with new ideas. So that it can connect existing ideas with new ideas, so that the
many concepts you have will have better understanding and will create new ideas
in the thinking process.

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Understanding will not always produce a developing form because it

depends on creating a relationship between new ideas and existing ideas with
precise and meaningful procedures. In this case understanding is divided into 2
types, namely (1) Instrumental, understanding mathematics without understanding
what the initial concept of mathematics is, so that students can only work without
knowing the origin of a concept. (2) Relational, having a real concept,
understanding a concept, and doing it efficiently and understanding what to do.
(Zuliana et al., 2019)

CONCLUSION

The ability of students to be active in learning is very necessary, using Jerome

Bruner's learning model which assumes that learning is how people choose, retain,
and transform new information. So that with this students will be more active in
thinking and easier to understand the problems at hand, students will find new ideas
through pengelama, and then be able to combine them with old ideas and produce
an extraordinary idea. Likewise with numbers, which can develop into new
knowledge.

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