scholarly journals An analysis of students’ literacy ability in mathematics teaching with realistic mathematics education based on lesson study for learning community

2019 ◽  
Vol 1265 ◽  
pp. 012004
Author(s):  
Syaifur Rohman ◽  
Susanto ◽  
Hobri ◽  
Saiful ◽  
Sahnawi
Keyword(s):  
Mathematics Education ◽  
Learning Community ◽  
Mathematics Teaching ◽  
Lesson Study ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Literacy Ability

scholarly journals The Use of Realistic Mathematics Education (RME) to Help Indonesian 5th-Grade Students to Learn Multiplication and Division

2020 ◽  
Vol 10 (1) ◽  
pp. 41-53
Author(s):  
Nanang Setiadi
Keyword(s):  
Mathematics Education ◽  
Learning Process ◽  
Mathematics Teaching ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Alternative Approach ◽  
Mathematical Problems ◽  
Teaching Learning ◽  
Mastery Criteria ◽  
5Th Grade

Abstract                                                              This paper discusses the use of Realistic Mathematics Education (RME) as an alternative approach to enhance Indonesian 5th-grade students’ ability in multiplication and division. It presents the analysis of Indonesian 5th-grade students’ difficulties in applying stacking method for multiplication and division. Furthermore, it describes a mathematics teaching learning practice to stimulate students constructing their strategies, mathematical models and number sense in solving mathematical problems that involve multiplication and division. The teaching learning practice aims to apply RME for helping students develop their multiplication and division ability.Findings shows that stacking methods for multiplication and division are difficult for the students. The main students’ problem in multiplication and division stacking methods is in reapplying the steps of the methods. The steps taken to improve the learning process by implementing RME are: (1) analyze in detail the difficulties of students in multiplication and division stacking methods, (2) provide contexts of mathematical problems that can stimulate students to think mathematically, (3) hold a class mathematics congress, and (4) conduct a test to measure students’ achievement.            Based on the students’ achievement, there has been several improvements. After RME, there were more students whose grades passed the Minimum Mastery Criteria. Moreover, there was a student who got 100. Then, the average test was higher. Meanwhile, there were only 3 children whose grades were 0. Thus, the application of RME has helped the 5th-grade students to improve their ability in multiplication and division.         

scholarly journals Development of Mathematics Teaching Materials Based on Realistic Mathematics Education Using Tri-N on Linear Equation System Material

2021 ◽  
Vol 5 (2) ◽  
pp. 363
Author(s):  
Rina Sri Lestari ◽  
Akhmad Nayazik ◽  
Lenny Kurniati
Keyword(s):  
Mathematics Education ◽  
Linear Equation ◽  
Mathematics Teaching ◽  
Equation System ◽  
Student Response ◽  
Realistic Mathematics Education ◽  
Teaching Materials ◽  
Average Percentage ◽  
Realistic Mathematics ◽  
Linear Equation System

Teaching materials are learning tools that contain materials, learning methods, and ways to evaluate students which are arranged systematically to achieve learning objectives. The teaching materials used during mathematics learning are textbooks that make it difficult for students to understand the material and educators have not developed teaching materials based on a realistic mathematics education using the Tri N teaching. This research aims to determine the validity and responses of students to the development of mathematics teaching materials based on realistic mathematics education using Tri N teaching on the material of linear equation system class X SMK. This type of research is Research and Development (R&D) which aims to produce and test product quality. This research refers to the 4D development model, namely Define, Design, Develop, and Disseminate. However, this research only reached the development stage. Data was collected by using documentation techniques, validation sheets, and student response questionnaires. The test subjects were students of class X TKJ 1 SMK Kesuma Margoyoso. The data analysis technique used is descriptive analysis. This research produces a product of mathematics teaching materials with an average percentage of 85.6% which is included in the very valid category. Student responses to teaching materials are in the very good category with an average percentage of 82.22%. This shows that teaching materials are suitable for use in learning at school. Keywords: teaching materials, realistic mathematics education, tri-n.

IMPROVEMENT OF LEARNING OUTCOMES IN RESULT USING REALISTIC MATHEMATIC EDUCATION APPROACH IN BASIC SCHOOL

2018 ◽  
Vol 2 (2) ◽  
pp. 157
Author(s):  
Mimik Fernandes ◽  
Farida F ◽  
Yanti Fitria ◽  
Ahmad Fauzan ◽  
Nelvyarni Nelvyarni
Keyword(s):  
Mathematics Education ◽  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Class Action ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Multiplication Of Fractions ◽  
Mathematic Education

Based on experience and reflection multiplication of fractions learning at fifth class SDN 33 VII Koto Padang Pariaman district. Student learning outcomes is still low and the learning undertaken by teachers arenot using realistic problem to beginning of learning. So the author through this research trying to improve student learning outcomes in subjects multiplication of fractions. The purpose of this study was to describe the planning, implementation and learning outcomes. This research is action research (class action research), this study used a qualitative and quantitative approach. Learning is used by using the realistic mathematics education approach. After doing research hence an increase in student learning outcomes in multiplication of fractions lesson using realistic mathematics education approach. It can be seen, both from the ability of teachers in designing learning from 83% up to 94%, implementation of learning increased 94% from 77%, and learning outcomes increased to 86,87 from 74,04.

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