1.0 INTRODUCTION
Based on observations and the School-Based Test, most students relatively weak in Part multiplication and division. Both of these topics are the basic skills in Mathematics, namely addition, subtraction, multiplication and division. The main cause of poor students in these topics is that they do not memorize the multiplication tables. They do not have the skills or relatively slow to solve multiplication and division. This causes them to not interested in solving skills.
Focusing on the problem, there should be a simple method to be implemented to overcome the basic mastery of multiplication tables among students without the need to memorize. The technique to memorize the multiplication tables is a huge burden for a relatively poor students in Mathematics. Indirectly cause they do not like to answer the question.
Mastery of multiplication tables is also important because is often used in the student’s life. When students able to master in multiplication tables, mathematics to be easy and fun. Basic skills is a key step in the learning of mathematics. Through observation found that students in the class who do not mastering in multiplication tables is difficult to answer questions that involve multiplication and division. Some of them said rather difficult question to answer.
In mathematics, Gagne (1971) has listed four categories of words to be learned, facts, skills, concepts and principles. Roughly speaking, learning can be divided into two parts: learning to process information and learning to use the experience that has been captured and stored in memory (Atan Long: 1982). According to Lerner (2003) describes the learning process information flow of information during the learning process, starting from the receipt of the information through the process in the brain before producing anything.
In the context of basic multiplication facts, the students will see and read the multiplication tables. Next, the process of learning takes place when there is a stimulus in the form of acceptance of the multiplication tables of information such as text and voice. Then apply some internal processes and ends with reaction on the environment. They will read over and over again until it becomes a memory of the fact tables in the brain. However, the processes mentioned can be influenced by the learning environment either positive or negative. In the event of a negative environmental effect, students will find it difficult to proceed beyond this and also made it more difficult to remember the multiplication tables.
1.1 Statement of problem
Before this study, researchers reviewed by Test 1 was conducted covering topics Number. In this title includes several skills including basic skills of addition, subtraction, multiplication and division. The results of the survey, most students can not answer questions involving multiplication operation well and correctly. Among the errors committed by them are:
i. No direct answer these questions.
ii. Do not answer some of the questions above.
iii. Errors in multiplying
Once identified the mistakes made by students, researchers had selected all the 36 pupils in 5 Pintar and make test reading tables orally without seeing the basic multiplication facts. After completion of these tests, there are some students who do not answer the questions multiplication during the test and can not read tables properly and smoothly.
Based on the cases mentioned, the study will analyze how using ‘ 2NINE BOX ‘can help students build tables quickly and indirectly solve multiplication and division operations properly.
2.0 FOCUS OF STUDY
2.1 Conceptual Study.
The study will viewed relationship between math skills and basic facts of mathematics achievement levels of students. A diagram of the studies were designed to show how important it is to do basic multiplication facts with what is learned in the classroom and in daily life.
The figure above describes the relationship between the multiplication tables with skill levels of mathematics achievement. After carried multiplication tables proficiency test, the test results will be evaluated to determine the level of achievement in the basic skills of the multiplication tables. Then, math tests are carried out to identify the level of achievement involved. The results of these tests, its performance will be evaluated and the findings will be obtained.
2.2 Objectives
After the study is complete, it is expected that pupils can achieve the following objectives : –
i. General objectives.
The main objectives of this study is to increase percent of passes in Mathematics in every test or exam.
ii. Specific objectives.
• Increase the ability pupils to solve multiplication and division problems.
• Students can build multiplication tables and then apply these multiplication tables to multiply and divide operations.
• To solve long division be properly.
• Teachers can diversify teaching and learning methods.
2.3 Target Group.
Respondents for this study were 36 students in 5 Pintar, SK Balok, Kuantan, Pahang. Students consists of 14 boys and 22 girls.