scholarly journals The effectiveness of local instruction theory for solid geometry topic using a realistic mathematics education approach

2020 ◽  
Vol 1460 ◽  
pp. 012046
Author(s):  
M Vazila ◽  
C M Zubainur ◽  
R Johar ◽  
D Ariani
Keyword(s):  
Mathematics Education ◽  
Realistic Mathematics Education ◽  
Solid Geometry ◽  
Realistic Mathematics ◽  
Instruction Theory ◽  
Local Instruction Theory

scholarly journals Development of Local Instruction Theory of Multiplication Based on Realistic Mathematics Education in Primary Schools

2019 ◽  
Vol 1 (1) ◽  
pp. 188-204
Author(s):  
Arini Arini
Keyword(s):  
Mathematics Education ◽  
Primary Schools ◽  
Mathematical Problem ◽  
Analysis Data ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Field Notes ◽  
Design Type ◽  
Instruction Theory ◽  
Local Instruction Theory

This study aims to develop a local instruction theory (LIT) based on realistic mathematics education (RME) that is valid, practical, and effective on the topic of multiplication in grade III of elementary school. The research method used is research design type Gravemeijer & Cobb (2013). The research was conducted in three phases, namely preparing for the experiment, experimenting in the classroom, and conducting retrospective analysis. Data was collected using document analysis, observation, interviews, field notes, tests, and questionnaires. The collected data was analyzed qualitatively and quantitatively. Based on the research that has been carried out, LIT is produced which is valid, practical, and effective against students' mathematical problem solving abilities. Students can find a standard multiplication algorithm with a series of activities, namely finding the product of multiplication with repeated additions, ten multiplications, multiples of multiples of ten, and standard multiplication algorithms. Keywords: LIT, RME, multiplication

scholarly journals Local Intruction Theory dalam Pendidikan Matematika Realistik untuk Menumbuhkan Kemampuan Berpikir Logis

2017 ◽  
Vol 2 (2) ◽  
pp. 173-184
Author(s):  
Tatang Supriatna ◽  
Darhim Darhim ◽  
Turmudi Turmudi
Keyword(s):  
High School Students ◽  
Mathematics Education ◽  
Junior High School ◽  
Design Research ◽  
Realistic Mathematics Education ◽  
Logical Thinking ◽  
School Students ◽  
Realistic Mathematics ◽  
Instruction Theory ◽  
Local Instruction Theory

ABSTRAKSI: Tujuan penelitian ini untuk mengetahui kesulitan belajar Matematika dan perbedaan peningkatan kemampuan berpikir logis siswa, yang diberi perlakuan pembelajaran LIT (Local Instruction Theory) dengan pendekatan PMR (Pendidikan Matematika Realistik) dengan siswa yang hanya diberi pendekatan PMR saja. Metode penelitian berupa “design research”, dengan subjek penelitian berjumlah 184 siswa SMP (Sekolah Menengah Pertama), yang berasal dari peringkat sekolah yang berbeda. Hasil penelitian menunjukan bahwa kesulitan belajar yang dialami siswa SMP adalah karena sulit dalam memahami variabel, koefisien, dan konstanta; sulit membaca maksud soal, sulit menyusun strategi dalam menyelesaikan soal; sulit dalam proses perhitungan; dan masih salah dalam penulisan persamaan. Peningkatan kemampuan berpikir logis siswa yang pembelajarannya menggunakan LIT dalam PMR ternyata lebih tinggi daripada siswa yang pembelajarannya menggunakan PMR saja. Perlu kajian lanjutan untuk melihat pengaruh penggunaan LIT dalam PMR terhadap kemampuan Matematis lainnya dan pada berbagai level sekolah.KATA KUNCI: Local Instruction Theory; Kesulitan Belajar; Pendidikan Matematika Realistik; Siswa SMP; Berpikir Logis. ABSTRACT: “The Local Instruction Theory in Realistic Mathematics Education for Improving the Ability of Logical Thinking”. The objective of this study was to determine the Mathematical learning difficulties and differences increase students' ability to think logically whose treated by learning approach LIT (Local Instruction Theory) with RME (Realistic Mathematics Education) and students treated by PMR learning approach only. The research method in the form of design research, with research subjects totaling 184 of JHS (Junior High School) students, derived from different school rankings. The research findings show that the difficulties of learning experienced by JHS students were caused by difficult to understand the variables, coefficients, and constants; difficult to read, to interpret the intent problems, to strategize in solving problems; difficult in the process of calculation; and still wrong in writing the equation. The increasing of logical thinking ability of students in learning to use LIT with RME is higher than students whose learning by using RME only. A further study is required to see the effect of using LIT with RME towards other Mathematical skills and at various school levels.KEY WORD: Local Instruction Theory; Difficulty Learning; Realistic Mathematics Education; Junior High School Students; Logical Thinking.    About the Authors: Tatang Supriatna adalah Mahasiswa SPs UPI (Sekolah Pasca Sarjana, Universitas Pendidikan Indonesia), Jalan Dr. Setiabudhi No.229 Bandung 40154, Jawa Barat, Indonesia. Prof. Dr. Darhim dan Prof. Dr. Turmudi adalah Dosen SPs UPI di Bandung. Untuk kepentingan akademik, penulis bisa dihubungi dengan alamat emel: [email protected], [email protected], dan [email protected] to cite this article? Supriatna, Tatang, Darhim Turmudi. (2017). “Local Intruction Theory dalam Pendidikan Matematika Realistik untuk Menumbuhkan Kemampuan Berpikir Logis” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.2(2), September, pp.173-184. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Chronicle of the article: Accepted (April 26, 2017); Revised (June 30, 2017); and Published (September 30, 2017).

scholarly journals Realistic Mathematics & Vygotsky’s Theories in Mathematics Education

2020 ◽  
Vol 9 (1) ◽  
pp. 104-108
Author(s):  
Kaushik Das
Keyword(s):  
Mathematics Education ◽  
Learning Theories ◽  
Modern World ◽  
Realistic Mathematics Education ◽  
Cultural Perspective ◽  
Domain Specific ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
Instruction Theory ◽  
Teaching Learning

Mathematics education is not mathematics, it makes a basic use of highly specialized kinds of mathematical knowledge. The modern world feels a crisis of proper mathematics education in any nation. Realistic Mathematics Education is a domain-specific instruction theory for mathematics. This paper introduces realistic mathematics education (RME) and Vygotskian impacts on mathematics education for learning mathematics. This article describes the development of teaching-learning mathematics & learning theories from a socio-cultural perspective. The methodology of the study is based on qualitative type.

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.

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

2019 ◽  
Vol 8 (1) ◽  
pp. 21 ◽  
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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