Implementasi pendekatan pendidikan matematika realistik ditinjau dari pemahaman konsep, aktivitas, dan respons siswa

This study aims to describe the ability to understand mathematical concepts, activities and student responses in learning mathematics with realistic mathematics education approach. To achieve this goal, a quasi-experimental study was conducted with one group pretest posttest design. The population of the study was the eighth grade students of SMP Negeri 4 Angkola Timur, sampling by purposive sampling, namely class 8-2, totaling 26 students. Research activities include the stages of giving the Pre-test followed by learning for 3 meetings which then ends with a final test. Through research conducted using the Paired Samples Test, a significance of 0.00 < 0.05 was obtained, which gave the decision that the initial hypothesis was accepted. Of the 9 aspects of learning activities studied in the application of realistic mathematics education, the overall average value of the percentage of all activities met the active criteria. Furthermore, the average overall student response to being happy, new, interested and understanding/interested in the implementation of realistic mathematics education is 91.11% ≥ 85%. Thus it is concluded that: 1) The implementation of a realistic mathematics education approach has a significant positive influence in learning students' ability to understand mathematical concepts; 2) Student activities in learning mathematics with realistic mathematics education approach are effective; 3) Student responses to learning activities with realistic mathematics education are in the positive category.

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Kemampuan Pemahaman Konsep Matematika Siswa Melalui Pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) pada Pembelajaran Matematika di Kelas VIII SMP PGRI 1 Betung

ARITHMETIC: Academic Journal of Math ◽

10.29240/ja.v2i2.2236 ◽

2020 ◽

Vol 2 (2) ◽

pp. 189

Author(s):

Muhammad Yogi Ramadhan ◽

Eka Yanuarti

Keyword(s):

Mathematics Education ◽

Test Method ◽

Average Score ◽

Realistic Mathematics Education ◽

Mathematical Concepts ◽

Realistic Mathematics ◽

Learning Mathematics ◽

Class Viii ◽

Data Collection Technique

This study aims to determine the ability of students to understand mathematical concepts through the Indonesian Realistic Mathematics Education (PMRI) approach to learning mathematics in class VIII of SMP PGRI 1 Betung. This research is a "quasi experiment" category of one shot case study. In this study, there was only one sample class, namely the class that became the experimental class, namely class VIII.5 consisting of 35 students, which was carried out without a control class or comparison class. The data collection technique used in this research is the test method, and documentation. The results of this study indicate that the students' ability to understand mathematical concepts after the application of the Indonesian Realistic Mathematics Education Approach (PMRI) at SMP PGRI Betung is categorized as good, this is shown by the results of the average score. -The average final test of students' ability to understand mathematical concepts was 76.8.

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Realistic Mathematics Education (RME) Provides Great Benefits for Students in Indonesia

Jurnal Aplikasi Multidisiplinari Filsafat dan Sains (JAMFAS) ◽

10.30598/jamfasvol1iss1pp001-006y2018 ◽

2019 ◽

Vol 1 (1) ◽

pp. 001-006

Author(s):

Yopi Andry Lesnussa

Keyword(s):

Mathematics Education ◽

Basic Education ◽

Realistic Mathematics Education ◽

Learning Methods ◽

Mathematical Concepts ◽

Realistic Mathematics ◽

Learning Mathematics ◽

Mathematical Problems ◽

Mathematic Education ◽

The Government

Mathematics as a part of basic science is considered very difficult, especially for students from elementary school to high school. To facilitate the process of learning mathematics has been developed many new learning methods by experts in mathematics education, one of them is realistic mathematics education. Realistic mathematics education is one of therenewed learning methods on basic mathematical concepts that related to the context, illustrations, and based on everyday life situations. Besides realistic mathematics education motivated students to be more active and creative in solving mathematical problems according to real conditions, it also more emphasize cooperative and communicative learning so that students are more interested in learning mathematics. This encourages the government to include realistic mathematics education in the curriculum of basic education and also through the provision of training and education for teachers. It is expected that the education system that accommodates Realistic Mathematic Education can increase the interesting of students' learning

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Meningkatan Hasil Belajar Siswa Menggunakan Realistic Mathematics Education (RME) Berbantuan Media Konkrit

Jurnal Bidang Pendidikan Dasar ◽

10.21067/jbpd.v4i2.4473 ◽

2020 ◽

Vol 4 (2) ◽

pp. 155-163

Author(s):

Dedy Setyawan

Keyword(s):

Mathematics Education ◽

Mathematics Learning ◽

Sampling Technique ◽

Learning Activities ◽

Realistic Mathematics Education ◽

Test Results ◽

Final Test ◽

Realistic Mathematics ◽

Learning Mathematics ◽

5Th Grade

Abtract. This study aims to improve the activity and student learning outcomes in mathematics in calculating the volume of a cube by using the Realistic Mathematics Education (RME) model assisted by concrete media.This type of research is Classroom Action Research (CAR). The subjects of this study were 5th grade students of Muhammadiyah Pahandut Palangka Raya Elementary School, totaling 19 people. The sampling technique used is saturated sampling. Data collection techniques using observation and tests.The main results of this study indicate that the learning activities of students when learning mathematics material calculates the volume of the cube using the RME model assisted by concrete media shows the final test results of cycle 1 with 73.68% and the final test results in cycle 2 to 100% and are in very good criteria. It is proven that by using the RME model which is assisted by concrete media can increase student mathematics learning activities and outcomes. Abstrak. Penelitian ini bertujuan untuk meningkatkan aktivitas dan hasil belajar matematika siswa dalam menghitung volume kubus dengan menggunakan model Realistic Mathematics Education (RME) berbantuan media konkret. Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK). Subjek penelitian ini adalah siswa kelas V SDS Muhammadiyah Pahandut Palangka Raya yang berjumlah 19 orang. Teknik pengambilan sampel yang digunakan adalah sampling jenuh. Teknik pengumpulan data menggunakan observasi dan tes. Hasil utama penelitian ini menunjukan bahwa Aktivitas belajar siswa pada saat pembelajaran Matematika materi menghitung volume kubus dengan menggunakan model Realistic Mathematics Education (RME) berbantuan media konkret di kelas V SDS Muhammadiyah Pahandut Palangka Raya menunjukkan hasil tes akhir siklus 1 dengan 73,68% dan hasil tes akhir pada siklus 2 menjadi 100% dan berada pada kriteria sangat baik. Terbukti bahwa dengan menggunakan model Realistic Mathematics Education (RME) berbantuan media konkrit dapat meningkatkan aktivitas dan hasil belajar matematika siswa.

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THE EFFECTIVENESS OF REALISTIC MATHEMATICS EDUCATION TO IMPROVE STUDENTS’ MULTI-REPRESENTATION ABILITY

Infinity Journal ◽

10.22460/infinity.v8i1.p21-30 ◽

2019 ◽

Vol 8 (1) ◽

pp. 21 ◽

Cited By ~ 3

Author(s):

Muhtarom Muhtarom ◽

Nizaruddin Nizaruddin ◽

Farida Nursyahidah ◽

Nurina Happy

Keyword(s):

Mathematics Education ◽

Experimental Design ◽

Learning Process ◽

Realistic Mathematics Education ◽

Student Responses ◽

Realistic Mathematics ◽

Quasi Experimental ◽

And Control ◽

Essay Test ◽

Better Than

This research aimed to evaluate the effectiveness of Realistic Mathematics Education (RME) to improve students' multi-representation ability. A quasi-experimental design was used in this research. Sixty-four samples from the seventh-grade students of Junior School were randomly selected and divided into two classes: experimental class was treated using RME and control class was treated using conventional learning, with each class consisting of thirty-two students. The essay test was used to measure the multi-representation ability of students and the questionnaire was used to measure students' responses in RME learning. The data from the essay test were analyzed by N-Gain test and t-test in which normality and homogenity test were conducted previously, while the students' learning completeness and student responses were presented descriptive quantitative. The result of the research concluded that the multi-representation ability of students who get RME learning is better than the multi-representation ability in students who get conventional learning. 87.25% of students who get RME learning with the developed device have completed the KKM, and many students are very enthusiastic and interested in RME based learning, thus increasing their learning spirit in a learning process.

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The Application of Probing Prompting Learning (PPL) Model with Realistic Mathematics Education (RME) Approach to Increase Understanding of Student Mathematics Concepts

Jurnal Axioma : Jurnal Matematika dan Pembelajaran ◽

10.36835/axi.v4i1.342 ◽

2019 ◽

Vol 4 (1) ◽

pp. 33-43

Author(s):

Andrik Habibi ◽

Tri Novita Irawati

Keyword(s):

Data Analysis ◽

Mathematics Education ◽

Learning Outcomes ◽

Test Methods ◽

Realistic Mathematics Education ◽

Mathematical Concepts ◽

Is Research ◽

Realistic Mathematics ◽

Mathematic Education ◽

Realistic Mathematic

Understanding of mathematical concepts is the ability of students to understand facts related to mathematics which can be expressed again in easily understood languages. The problem examined in this study is research on improving mathematical understanding of integer operations through the application of Probing Prompting Learning (PPL) with Realistic Mathematic Education (RME) approach. The method used is observation, documentation, interviews, and test methods, while the data analysis uses the percentage formula of the results of observations and the percentage of completeness of learning outcomes formula. Keyword: probing prompting learning, realistic mathematic education

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MATHEMATICAL LEARNING MOTIVATION OF SUBMISSION AND REDUCTION OF PARTICIPANTS IN PRIMARY SCHOOL USING REALISTIC MATHEMATICS EDUCATION (RME)

PrimaryEdu - Journal of Primary Education ◽

10.22460/pej.v3i1.1223 ◽

2019 ◽

Vol 3 (1) ◽

pp. 27

Author(s):

Dodi Ardiansah ◽

Mia Yusmianti ◽

Anugrah Ramadhan Firdaus

Keyword(s):

Mathematics Education ◽

Mathematics Learning ◽

Learning Activities ◽

Distribution Data ◽

Realistic Mathematics Education ◽

Motivation To Learn ◽

Class Iii ◽

Realistic Mathematics ◽

The Mean ◽

Addition And Subtraction

This study aims to explain the application of realistic mathematics education in addition and subtraction mathematics learning in class III of SDN 1 Sudimampir, one of the low motivation of students to learn mathematics addition and subtraction is caused by learning activities that are more teacher-centered, so students are less actively involved in the learning process and result in monotonous learning activities in the classroom. Based on the above problems, improvements can be made to increase motivation to learn mathematics using realistic mathematics education. population and sample in the study focused on class III students, the method used in this study was the experimental method. The data collection technique is to provide learning and working on the problem, then grouping values based on the results of student performance in working on mathematical questions, arranged based on group distribution data for more specific value distribution into the mean median mode and graphs in order to find out the results of applying realistic mathematical methods education is expected to increase students 'motivation to learn mathematics, from the study there was a significant increase in the mean score of students' scores in mathematics learning addition and subtraction, namely ± 67,57.

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PENGARUH PENDIDIKAN MATEMATIKA REALISTIK INDONESIA (PMRI) TERHADAP PEMAHAMAN KONSEP DAN BERPIKIR LOGIS SISWA

Jurnal Prima Edukasia ◽

10.21831/jpe.v2i2.2718 ◽

2014 ◽

Vol 2 (2) ◽

pp. 183 ◽

Cited By ~ 1

Author(s):

Nur Sri Widyastuti ◽

Pratiwi Pujiastuti

Keyword(s):

Mathematics Education ◽

Direct Instruction ◽

Mathematics Learning ◽

Positive Influence ◽

Realistic Mathematics Education ◽

Logical Thinking ◽

Realistic Mathematics ◽

The Subject ◽

Group 2 ◽

Positive Effect

Penelitian ini bertujuan untuk (1) mengetahui pengaruh penggunaan Pendidikan Matematika Realistik Indonesia (PMRI) dan Direct Instruction (DI) dalam pembelajaran matematika materi jarak dan kecepatan terhadap: pemahaman konsep dan berpikir logis Siswa, (2) mengetahui pengaruh positif pembelajaran matematika dengan PMRI terhadap pemahaman konsep siswa, dan (3) mendeskripsikan pengaruh positif pembelajaran matematika dengan PMRI terhadap berpikir logis. Populasi penelitian adalah siswa kelas V segugus II Kecamatan Umbulharjo dengan sampel 3 sekolah dengan subjek penelitian 91 siswa. Instrumen yang digunakan adalah tes pemahaman konsep dan berpikir logis awal maupun akhir. Analisis data yang digunakan adalah uji multivariat of covariance (MANCOVA), kemudian dilanjutkan dengan independent sample t-test dengan taraf signifikansi 0,05. Hasil penelitian ini menunjukkan bahwa: (1) terdapat pengaruh yang signifikan antara pembelajaran matematika dengan PMRI dan DI dalam pembelajaran matematika materi jarak dan kecepatan terhadap pemaham-an konsep dan berpikir logis siswa, (2) terdapat pengaruh positif pembelajaran matematika dengan PMRI terhadap pemahaman konsep siswa daripada Direct Instruction (DI), dan (3) terdapat pengaruh positif pembelajaran matematika dengan PMRI terhadap berpikir logis siswa daripada Direct Instruction (DI) bagi siswa kelas V Sekolah Dasar segugus II Kecamatan Umbulharjo Kota Yogyakarta. ______________________________________________________________________________________________________________________________________________________________________________________________________ THE EFFECTS OF REALISTIC MATHEMATICS EDUCATION INDONESIA (PMRI) ON UNDERSTANDING CONCEPTS AND LOGICAL THINKING STUDENTS ABSTRACT This research aimed to (1) know the effect of the use of Realistic Mathematics Education in Indonesia (PMRI) and Direct Instruction (DI) on the subject of distance and speed of the: Understanding the concept and Logical Thinking students, (2) know the positive influence effect of the use of Realistic Mathematics Education in Indonesia (PMRI) of the Understanding the concept, and (3) describe the positive influence effect of the use of Realistic Mathematics Education in Indonesia (PMRI) of the logical thingking students. The population of the study was students in the V class group 2 District of Umbulharjo with sampling selected three classes using with 91 subject students. Class experiments were treated using PMRI learning and classroom learning control with Direct Instruction (DI). Data collection techniques used are testing techniques to determine the ability of Understanding Concepts and Logical Thinking students on the subject of distance and speed after treatment. The data analysis technique used is the multivariate test of covariance (MANCOVA), followed by independent sample t-test with a significance level of 0.05. The results of this study indicate that (1) there are significant differences in the learning of mathematics with PMRI and DI in mathematics learning material to distance and speed of the: understanding of the concept and logical thinking students, (2) Learning math using PMRI gives more positive effect on the understanding concepts of students rather than using Direct Instruction, and (3) Learning math using PMRI gives more positive effect on the logical thinking of students rather than using Direct Instruction for Fifth Grade Group 2 Elementary School Umbulharjo District of Yogyakarta. Keywords: mathematics learning, PMRI, direct instruction, understanding concepts, logical thinking

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DESAIN PEMBELAJARAN MATERI OPERASI PADA HIMPUNAN MENGUNAKAN PERMAINAN “LEMON NIPIS”

Journal of Honai Math ◽

10.30862/jhm.v1i1.770 ◽

2018 ◽

Vol 1 (1) ◽

pp. 14 ◽

Cited By ~ 5

Author(s):

Jeinne Mumu ◽

Benidiktus Tanujaya

Keyword(s):

Mathematics Education ◽

Experimental Design ◽

Research Method ◽

Design Research ◽

Learning Activities ◽

Realistic Mathematics Education ◽

Preliminary Design ◽

Realistic Mathematics ◽

Three Stages ◽

The University

This research aims to design student learning activities on the concept of sets, especially operations on the sets. The research was conducted by using design research method with a mathematics realistic education approach. The subjects of this study are 42 students of mathematics education at the University of Papua taking lecture of realistic mathematics education. There are three stages in the implementation of this research, namely preliminary design, experimental design, and retrospective analysis. The results of the study show that the use of game "Lemon Nipis" can develop students' understanding significantly to the concept of operations on the sets. students are able to understand well and correctly basic operations on the sets, union, intersection, and exponentiation.

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Strategi Siswa dalam Mengerjakan Soal Kontekstual dengan Pendekatan Matematika Realistik Topik Persamaan Linear Satu Variabel

Kreano Jurnal Matematika Kreatif-Inovatif ◽

10.15294/kreano.v7i1.5015 ◽

2016 ◽

Vol 7 (1) ◽

pp. 82-90

Author(s):

Almu Noor Romadoni ◽

M. Andy Rudhito

Keyword(s):

Mathematics Education ◽

Lesson Plan ◽

Mathematics Learning ◽

Linear Equations ◽

Realistic Mathematics Education ◽

Realistic Mathematics ◽

Learning Mathematics ◽

Qualitative Descriptive ◽

Educational Paradigm ◽

Math Concepts

Pendidikan Matematika Realistik merupakan pendekatan dalam pembelajaran matematika yang sesuai dengan paradigma pendidikan sekarang. Pendidikan Matematika Realistik menginginkan adanya perubahan dalam paradigma pembelajaran, yaitu dari paradigma mengajar menjadi paradigma belajar. Pada Pembelajaran Matematika Realistik (PMR) mengutamakan pengenalan konsep melalui masalah kontekstual, hal-hal yang konkrit atau dari lingkungan sekitar dengan proses matematisasi oleh siswa dengan mengkonstruksikan idenya sendiri. Tujuan penelitian ini ialah untuk mendeskripsikan bagaimana proses pelaksanaan pembelajaran matematika realistik pada pokok bahasan persamaan linier satu variable. Jenis penelitian ini merupakan penelitian deskriptif kualitatif. Berdasarkan hasil analisis data, bahwa pemahaman konsep matematika siswa dengan pendekatan matematika realistik dapat di lihat bahwa secara keseluruhan kegiatan pembelajaran sudah sesuai dengan rancangan pembelajaran, siswa dapat mengkonstruksi sendiri konsep persamaan linear satu variable dan beberapa kelompok dapat menyelesaikan masalah konstektual sebalum diajarkan cara mengerjakan terlebih dahulu. Saran, sebagai tenaga pengajar hendaknya menciptakan suatu inovasi yang dapat mengembangkan bakat, menumbuhkan minat dan meningkatkan kebiasaan belajar siswa, sehingga konsep belajar matematika yang diperolehnya diharapkan lebih baik.Realistic Mathematics Education is an approach to learning mathematics in accordance with the current educational paradigm. Realistic Mathematics Education wants to change the paradigm of learning, from the paradigm of teaching to be learning. Realistic Mathematics Education (RME) prioritizing the introduction of concepts through contextual issues, things that are concrete or of the surrounding environment with a mathematical process by students with constructing his own. The purpose of this study was to describe how the process of implementation of realistic mathematics learning on the subject of one variable linear equations. This type of research is a qualitative descriptive. Based on the results of data analysis, that the understanding of math concepts students to approach realistic mathematics can be seen that the overall learning activities are in accordance with the lesson plan, students can construct their own concept of linear equations in one variable, and some groups can solve the contextual problem before teacher teach how to solve it first , Suggestions, as teachers should create an innovation that can make growing talent, cultivate interest and enhance the students' learning habits, so the concept is expected to study mathematics gained more better.

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The Development of Realistic Mathematics Education Based Learning Tools to Improve Mathematical Problem Solving Ability and Self-Efficacy on Students in Junior High School 1 Lubuk Pakam

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal ◽

10.33258/birle.v3i1.762 ◽

2020 ◽

Vol 3 (1) ◽

pp. 107-118

Author(s):

Delima Manurung ◽

P. Siagian ◽

Ani Minarni

Keyword(s):

Mathematics Education ◽

Problem Solving ◽

Junior High School ◽

Self Efficacy ◽

Mathematical Problem ◽

Learning Activities ◽

Mathematical Problem Solving ◽

Realistic Mathematics Education ◽

Learning Tools ◽

Realistic Mathematics

This study aims to 1) Produce the valid, practical, and effective of Realistic Mathematics Education based learning tools; 2) Analyzing the improvement of students' mathematical problem solving ability that are learned using Realistic Mathematics Education-based learning tools; and 3) Analyzing the achievement of students' self-efficacy who are taught using Realistic Mathematics Education-based learning tools. The subjects in this study were seventh grade students of Junior High School 1 Lubuk Pakam. Data collection instruments in this development are assessment instruments to assess the products that have been developed. In addition, students were given questionnaires to get data about students' Self-Efficacy. This research is Research and Development with the design of learning development models by Dick and Carey. The steps include: 1) Conducting preliminary research; 2) Making software design; 3) Collecting the materials; 4) Developing the contextual based interactive multimedia; 5) Product reviews and trials; and 6) the effectiveness of product test. The results showed Realistic Mathematics Education-based learning tools on students' mathematical problem solving ability increased from trial I to trial II with an average increase per indicator of 0.35%; 3.99%; 16.22% and 8.32%. The developed learning tool has fulfilled the effective criteria, namely the mastery learning of students classically in the first trial has reached a good category and in the second trial has reached a very good category; the achievement of student learning goals during learning activities meet the ideal criteria specified; student responses is positive to the components of learning tools and learning activities developed; and the allocation of ideal time usage.

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