Proceeding of International Conference On Research, Implementation And Education Of Mathematics And Sciences 2014, Yogyakarta State University, 18-20 May 2014 ME-511 TANGRAM GAME ACTIVITIES, HELPING THE STUDENTS DIFFICULTY I N UNDERSTANDI NG THE CONCEPT OF AREA CONSERVATI ON PAPER TITLE Shofan Fiangga State University of Surabaya Abstract Providing formula too early is mostly done by the teacher in teaching area measurement topic. In fact, the students are still incapable to fully understand what the formula is. This situation is called the mismatch situation. Hence, remembering the formula of the area of shapes will be the only possible way by the students to proceed in the class. The Pendidikan Matematika Realistik Indonesia (PMRI), which is the adapted RME with Indonesian context, could be used to overcome the mismatch condition in Indonesian students. PMRI introduce the emergent modeling as mean to dtkfig vjg uvwfgpvuÓ fkhhkewnv{ kp cejkgxkpi jkijgt wpfgtuvcpfkpi qp mathematics through guided reinvention and didactical phenomenology. In addition, several studies pointed out that the teaching of area conservation as the introduction in area measurement should be administered properly. Furthermore, van Hiele proposes that the use of puzzle could be promising in the topic of area conservation. Thus, we develop a series of learning activities in the 3 rd grade class by using tangram as the main tools. The result of this research is that the activities provided in the learning trajectory could help the students in understanding area conservation. The students are still unable to do measuring using the idea of conservation. However, when they are asked to compare the given shapes, they successfully apply the concept of area conservation well using tangram idea. Moreover, they also experience a lively group discussion; in fact, the class is not accustomed with discussion. Keyword : Area Conservation, Tangram, PMRI, Design Research INTRODUCTION The teachings in the topic of area measurement tend to give the formula too early to the students (e.g. Kordaki & Balomenou, 2006; Kospentaris et al., 2011; Papadopoulos, 2010). Inevitably, that results that the understanding of the students on the topic of area becomes merely procedural. Kordaki & Balomenou (2006) concludes from several studies that, in teaching the topic of area, the integration of teaching conservation area, unit iteration, and area formula is important for children. Nevertheless, these studies also suggest that the learning the concept of area conservation in the school curriculum is really fundamental before entering the