scholarly journals The developed hypothetical learning trajectory for integral topic based on realistic mathematics education

2020 ◽  
Vol 1554 ◽  
pp. 012032
Author(s):  
L Sarvita ◽  
H Syarifuddin
Keyword(s):  
Mathematics Education ◽  
Learning Trajectory ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Hypothetical Learning Trajectory

scholarly journals Desain Pembelajaran Luas Lingkaran dengan Konteks Explore Dapur Berbasis Realistic Mathematics Education (RME) di Kelas VIII Sekolah Menengah Pertama (SMP)

2019 ◽  
Vol 1 (4) ◽  
pp. 37-44
Author(s):  
Asep Budiyono ◽  
Widya Kusumaningsih ◽  
Irkham Ulil Albab
Keyword(s):  
Mathematics Education ◽  
Design Research ◽  
Teaching Experiment ◽  
Learning Trajectory ◽  
Realistic Mathematics Education ◽  
Pilot Experiment ◽  
Realistic Mathematics ◽  
Hypothetical Learning Trajectory

Penelitian ini bertujuan untuk mengetahui peran Hypothetical Learning Trajectory(HLT)dalam membantu siswa dalam memahami konsep luas lingkaran serta mengetahui strategi yang digunakan oleh siswa terhadap Hypothetical Learning Trajectory(HLT) yang diberikan. Penelitian ini dilaksanakan di SMP Negeri 3 Petarukan, Kabupaten Pemalang. Subjek penelitian adalah siswa kelas VIII, dengan melalui 2 tahap yaitu pilot experiment melibatkan 6 siswa dari kelas VIII C dan dilanjutkan teaching experiment yang melibatkan 30 siswa dari kelas VIII B. Penelitian ini menggunakan metode design research yang didalamnya terdapat HLT yang memegang peranan sangat penting sebagai desain dan instrumen penelitian. Pembelajaran dalam penelitian ini menggunakan konteks peralatan dapur yaitu gelas, piring dan mangkuk sesuai dengan karakteristik dari RME. Hasil Penelitian menunjukkan bahwa Hypothetical Learning Trajectory (HLT) dapatmembantu siswa 1) membuat potongan juring lingkaran dan mengubahnya menjadi sebuah bangun datar baru yaitu trapesium, 2) menemukan sendiri konsep luas lingkaran dengan pendekatan trapesium, 3) menyelesaikan permasalahan dalam kehidupan sehari-hari yang berkaitan dengan konsep luas lingkaran. Adapun strategi yang digunakan siswa yaitu 1)mensketsakan permukaan perlatan dapur berupa lingkaran, 2) membandingan keliling dan diameter lingkaran untuk memperoleh nilai phi, 3)menyusun juring menjadi trapesium dan memformulasikan konsep luas lingkaran, 4) menerapkan konsep luas lingkaran.

scholarly journals THE EFFECT OF REALISTIC MATHEMATICS EDUCATION (RME) ON THE UNDERSTAND MATHEMATICAL CONCEPTS SKILLS OF ELEMENTARY STUDENTS USING HYPOTHETICAL LEARNING TRAJECTORY (HLT)

2020 ◽  
Vol 4 (1) ◽  
pp. 89
Author(s):  
Winarti Dwi Febriani ◽  
Geri Syahril Sidik
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Elementary Education ◽  
Learning Trajectory ◽  
Realistic Mathematics Education ◽  
Mathematical Concepts ◽  
Significance Level ◽  
Realistic Mathematics ◽  
Significant Difference ◽  
Hypothetical Learning Trajectory

The background of this research is the difficulty in teaching mathematics concepts to fourth graders in elementary school. So we need activities that can bridge the initial abilities of students with abilities that must be mastered by students. One of the alternatives that can bridge students to learn mathematical concepts is by implementing Realistic Mathematics Education (RME) learning using Hypothetical Learning Trajectory (HLT). The research is aimed to describe and analyze the existence of significant differences in improvement of students’ understanding mathematical concepts skills who learned and not learned used Realistic Mathematics Education (RME) with HLT. This research method is quasi-experimental with the pretest-postest nonequivalent design. The data collection instrument used was a understanding mathematical concepts skills test. The population of this research is all fourth grade students in one elementary school located in the district of Tawang, Tasikmalaya. The results showed that based on the data analysis N-gain scores understanding mathematical concepts skills using the Mann-Whitney U test, the value of sig. 0.033 is less than the significance level (𝛼 = 0.05), then H0 is rejected and Ha is accepted. So, it can be said that the increased understanding the mathematical concepts skills of the experimental class is higher than the control class. therefore, it can be concluded that there is a significant difference in improvement students’understanding mathematical concepts skills who learned and not learned used RME with HLT. The recommendation of this research is to conduct further research that can develop RME-based Learning Trajectory in mathematics.Keywords: Mathematics; Realistics Mathematics Education, Understanding mathematical concepts skills; Elementary education; Fraction.

scholarly journals METAKOGNITIF DALAM PEMBELAJARAN BERBASIS REALISTIC MATHEMATICS EDUCATION

2020 ◽  
Vol 10 (2) ◽  
pp. 160
Author(s):  
Anis Fauziana ◽  
Mega Teguh Budiarto ◽  
Wiryanto Wiryanto
Keyword(s):  
Mathematics Education ◽  
Learning Trajectory ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics

<p align="center">Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran berbasis <em>Realistic Mathematics Education </em>(RME) untuk melatihkan kemampuan metakognitif pada peserta didik di Sekolah Dasar (SD). Perangkat yang dikembangkan berupa Silabus, RPP, Penilaian Hasil Belajar/ PHB (istilah untuk THB dalam kurikulum 2013) dan Tes Kemampuan Metakognitif/ TKM berupa angket kemampuan metakognitif. Proses pengembangan perangkat tersebut mengacu pada model pengembangan Plomp yang terdiri dari lima fase yaitu: (1) fase investigasi awal, (2) fase desain, (3) fase realisasi, (4) fase tes, evaluasi dan revisi, serta (5) fase implementasi. Pada fase tes, evaluasi dan revisi, perangkat yang telah dikembangkan, kemudian diujicoba pada kelas ujicoba. Hasil ujicoba tersebut menunjukkan bahwa perangkat pembelajaran yang dikembangkan berkualitas baik, dilihat dari: (1) keterlaksanaan kegiatan pembelajaran, yang berkategori terlaksana dengan sangat baik, (2) aktivitas peserta didik dalam pembelajaran yang berkategori aktif, (3) respon peserta didik terhadap pembelajaran yang berkategori positif, (4) ketuntasan belajar siswa secara klasikal juga tercapai. Kegiatan belajar yang terjadi pada setiap pembelajaran baik di kelas ujicoba maupun implementasi mengacu pada <em>learning trajectory</em> yang dikembangkan oleh peneliti. Melalui <em>learning trajectory</em> inilah metakognitif dilatihkan dalam pembelajaran RME dilihat dari aktivitas metakognitif yang dilakukan peserta didik selama pembelajaran, bahkan pada kelas implementasi menunjukkan bahwa pembelajaran menggunakan perangkat berbasis RME<em> </em>ini efektif untuk meningkatkan hasil belajar dan kemampuan metakognitif.</p><p> </p>

scholarly journals Kesulitan Mahasiswa Dalam Mengkoneksikan Sigma, Area, dan Definisi Integral Tentu Secara Geometri

2018 ◽  
Vol 2 (2) ◽  
pp. 186
Author(s):  
Fridgo Tasman ◽  
Defri Ahmad ◽  
Suherman Suherman
Keyword(s):  
University Students ◽  
Learning Trajectory ◽  
First Year ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Instructional Activities ◽  
Hypothetical Learning Trajectory ◽  
Preliminary Research ◽  
Definition Of ◽  
First Year University

Integral is one of major topics in Calculus course. Many university students fail in calculus course because their understanding on the concept of Integral especially in understanding definition of integral is low. This situation encourages us to design a calculus lesson to build students understanding on Integral especially integral definition by using Realistic Mathematics Education as an approach. For that, we try to design a series of instructional activities starting from introducing sigma to definition of Integral in order to know students difficulties in understanding this topic. Some first-year university students in Universitas Negeri Padang are chosen to test our Hypothetical Learning Trajectory (HLT) in our preliminary research. The result is students had difficulties in connecting the sigma, area and definition of integral. This happens because the students did not see that the activities that have been designed as a whole that cannot be separated. Therefore, it is recommended to design a series of instructional activities which is focus on connecting sigma, area and definition of integral.

scholarly journals LEARNING INTEGERS WITH REALISTIC MATHEMATICS EDUCATION APPROACH BASED ON ISLAMIC VALUES

2020 ◽  
Vol 11 (3) ◽  
pp. 363-384
Author(s):  
Muslimin Muslimin ◽  
Ratu Ilma Indra Putri ◽  
Zulkardi Zulkardi ◽  
Nyimas Aisyah
Keyword(s):  
Mathematics Education ◽  
Learning Process ◽  
Design Research ◽  
Learning Trajectory ◽  
Realistic Mathematics Education ◽  
Student Responses ◽  
Realistic Mathematics ◽  
Collaboration And Communication ◽  
The Right ◽  
Islamic Values

Mathematical learning not only produces students who succeed in mathematical and procedural calculations but also develops religious thinking. Realistic mathematics education with the context of Islamic values makes students can imagine, which is one of the right ways to develop the skills of students’ creativity, collaboration, and communication. This study aims to describe the learning trajectory that can help students understand integers with a realistic mathematics education approach based on Islamic values. It is hoped that student responses are positive, meaningful, and enjoyable. This research uses the design research method, which is a form of a qualitative approach. There are three stages in this research, namely: preliminary design, experimental design, and retrospective analysis. The results showed that the Hypothetical Learning Trajectory (HLT) trial with an Islamic value-based context showed significant progress based on student responses. Initially, students had difficulty understanding integers, but they felt delighted to follow the learning process along with the habituation. The HLT technique used in habituation was through pilot experiments, followed by teaching experiments. Students respond very positively and are happy to follow it by seeing the very significant development of their abilities during the learning process.

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