scholarly journals Does the use of Information and Communication Technology through the use of Realistic Mathematics Education help kindergarten students to enhance their effectiveness in addition and subtraction?

2017 ◽  
Vol 5 (1) ◽  
pp. 46 ◽  
Author(s):  
Nicholas Zaranis
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Educational Software ◽  
Kindergarten Students ◽  
Information And Communications Technology ◽  
Control Group ◽  
Teaching Methodology ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Addition And Subtraction

The purpose of this research is to answer the question if and how information and communications technology (ICT) combined with the Realistic Mathematics Education (RME) helps kindergarten students to enhance their effectiveness in addition and subtraction. Our research compares the level of mathematical competence of the students taught using our ICT oriented learning method which specifically takes advantage of Realistic Mathematics Education (RME) for the concept of addition and subtraction, as opposed to traditional teaching methodology. The study dealt with kindergarten students in the city of Crete Rethymno, who were divided into two groups (experimental and control) during the school year 2012-13. The experimental group consisted of 165 students who were taught addition and subtraction with the support of computers and RME. There were 170 students in the control group which were not exposed to the computer oriented curriculum. Students in both groups were pre-tested and post-tested for their mathematical achievement. The educational software consisted of math activities, designed following the background of realistic mathematics education and more specifically that of the learning teaching trajectory for the domain of addition and subtraction. The results of the research support a positive correlation between kindergarten children’s early numeracy competence and the integration of computers in teaching and learning addition and subtraction based on Realistic Mathematics Education.

Comparing the Effectiveness of Using ICT for Teaching Geometrical Shapes in Kindergarten and the First Grade

2018 ◽  
Vol 13 (1) ◽  
pp. 50-63 ◽  
Author(s):  
Nicholas Zaranis
Keyword(s):  
Teaching And Learning ◽  
First Grade ◽  
Kindergarten Students ◽  
Information And Communications Technology ◽  
Control Group ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Geometrical Shapes ◽  
Positive Effect ◽  
Experimental Group

The purpose of this study is to investigate if information and communications technology (ICT) helps to improve first grade and kindergarten students' basic geometry achievement. The author's research compares the level of geometrical competence of the first grade students and kindergarten students taught using an ICT oriented learning method specifically targeting ‘Realistic Mathematics Education' (RME) for geometry concepts, as opposed to traditional teaching methodology. The study dealt with first grade and kindergarten students in Crete and Athens. The experimental group of the consisted of 237 students who were taught shapes with the support of computers and the control group had 247 students. The results of the study indicated that teaching and learning through ICT is an interactive process for students at the first grade and kindergarten level and has a positive effect for the learning of shapes using the background of RME theory.

scholarly journals PENGARUH PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) TERHADAP KEMAMPUAN PENALARAN MATEMATIKA SISWA SMKS-PP STABAT

2018 ◽  
Vol 2 (2) ◽  
pp. 180
Author(s):  
Lilis Saputri
Keyword(s):  
Mathematics Education ◽  
Control Group ◽  
Realistic Mathematics Education ◽  
Control Group Design ◽  
Group Design ◽  
Realistic Mathematics

Tujuan penelitian ini adalah untuk mengetahui pengaruh pendekatan Realistic Mathematics Education (RME) terhadap kemampuan penalaran matematika siswa. Penelitian ini merupakan penelitian eksperimen semu, dengan desain penelitian pretest and postest control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas XI SMKS-Pertanian Pembangunan Putra Jaya Stabat, sedangkan sampel dalam penelitian ini terdiri dari dua kelas. Sampel pada kelompok eksperimen berjumlah 35 orang, dan sampel pada kelompok kontrol juga berjumlah 35 orang. Data dalam penelitian ini dianalisis menggunakan uji regresi sederhana. Rata-rata tes kemampuan penalaran matematika kelas ekperimen sebelum dan sesudah pembelajaran adalah 68,43 dan 76,43. Pengujian hipotesis dalam penelitian ini menggunakan uji-r, setelah dilakukan perhitungan diperoleh nilai  kemampuan penalaran matematika siswa kelas eksperimen adalah 0,730 sedangkan nilai  adalah 0,334. Maka dapat disimpulkan bahwa terdapat pengaruh pendekatan Realistic Mathematics Education (RME) terhadap kemampuan penalaran matematika siswa pada materi trigonometri kelas XI SMKS-Pertanian Pembangunan Putra Jaya Stabat Tahun Pelajaran 2016/2017. Kata Kunci : Pendekatan Realistic Mathematics Education (RME), KemampuanPenalaran Matematika

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

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.

scholarly journals The Effect of Realistic Mathematics Education on Sixth Grade Students’ Statistical Thinking

2021 ◽  
Vol 14 (1) ◽  
pp. 76-90
Author(s):  
Bedriye ALTAYLAR ◽  
Sibel KAZAK
Keyword(s):  
Mathematics Education ◽  
Sixth Grade ◽  
Control Group ◽  
Realistic Mathematics Education ◽  
Statistical Thinking ◽  
Mathematics Textbook ◽  
Realistic Mathematics ◽  
Sixth Grade Students ◽  
Quasi Experimental ◽  
Thinking Processes

Abstract: Purpose of the study is to investigate the effectiveness of the use of Realistic Mathematics Education (RME) approach on sixth grade students’ statistical thinking levels. Mooney’s (2002) statistical thinking framework describing four thinking levels across four different statistical thinking processes was used. This study utilized a quasi-experimental pretestposttest design. In the experimental group, the data handling unit was taught using RME approach whereas in the control group lessons were taught traditionally using a mathematics textbook and direct instruction. A statistical thinking test composed of seven open-ended questions was prepared and applied to both groups as pretest and posttest. The change of students’ statistical thinking levels in pretest and posttest were analyzed and compared in both groups as well as between groups. The data analysis showed that the overall growth at Level 4 across statistical thinking processes was higher for the students who were taught using the RME approach than for those taught traditionally.

scholarly journals Upaya Meningkatkan Aktivitas Dan Hasil Belajar Peserta Didik Dengan Menggunakan Metode Realistic Mathematics Education (RME) di SDN 2 Kotagajah Lampung Tengah Tahun Pelajaran 2019/2020

2021 ◽  
Vol 5 (1) ◽  
pp. 39
Author(s):  
Asep Yudianto ◽  
Nurul Afifah ◽  
Isti Fatonah ◽  
Suridin Suridin
Keyword(s):  
Mathematics Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Average Percentage ◽  
Student Activity ◽  
Realistic Mathematics ◽  
Level Of Activity ◽  
Teaching And Learning Mathematics

The process of teaching and learning mathematics in elementary schools is generally presented in an abstract form, learning is dominated by lectures, exercises, and question and answer methods so that students become passive and find it difficult to understand the material.  This study aims to determine the level of activity and student learning outcomes in mathematics class VA students of SDN 2 Kotagajah.  So that mathematics learning activities can be felt meaningful and produce activity and learning outcomes as well as learning objectives to be achieved properly is to apply the approach of realistic mathematics education (RME).  Realistic Mathematics Education (RME) is an approach that emphasizes the conceptualization of teaching and has a tendency for students to become active participants in the teaching and learning process.  This research is a classroom action research with data analysis in the form of qualitative and quantitative analysis using test data collection tools, observation, and documentation.  This study concludes that there is a relationship between student activity and learning outcomes and the use of successful methods to achieve the desired targets.  The average percentage of student activity in the first cycle was 67% and remembering as much as 11% and in the second cycle was 78%.  The percentage of completeness of learning outcomes reached 52% and 76% in cycle II.  So, there was an increase in learning outcomes from cycle I to cycle II, which was 24%.

scholarly journals PENERAPAN REALISTIC MATHEMATICS EDUCATION BERBASIS BUDAYA ACEH TERHADAP PENINGKATAN HASIL BELAJAR DAN AKTIVITAS SISWA

2020 ◽  
Vol 4 (1) ◽  
pp. 37-43
Author(s):  
Nur Azmi
Keyword(s):  
Mathematics Education ◽  
Random Sampling ◽  
Control Group ◽  
Realistic Mathematics Education ◽  
Control Group Design ◽  
Group Design ◽  
Realistic Mathematics ◽  
Post Test ◽  
Test Control

Penelitian ini bertujuan untuk mengkaji penerapan pendekatan RME berbasis budaya Aceh terhadap peningkatan hasil belajar matematika dan aktivitas siswa. Penelitian ini dikategorikan sebagai penelitian kuantitatif dengan menggunakan deskriptif dan statistik inferensial. Desain penelitian ini berbentuk pre-test post-test control group design, dengan populasi seluruh siswa kelas II SD Negeri 2 Kota Lhokseumawe, dengan mengambil sampel dua kelas (kelas eksprimen dan kelas kontrol) melalui teknik random sampling. Pengumpulan data dilakukan dengan dua jenis instrumen yaitu tes dan non tes. Tes meliputi soal untuk mengukur hasil belajar matematika siswa, dan non-tes berupa  data observer terhadap aktivitas siswa pada pembelajaran matematika realistik berbasis budaya Aceh. Uji statistik yang digunakan dalam penelitian ini adalah statistik deskriptif untuk menyajikan data dan statistik inferensial ANOVA dua jalur. Sebelum ANOVA dua jalur digunakan terlebih dahulu dilakukan uji homogenitas dan normalitas dengan taraf signifikan 5%. Untuk melihat adanya pengaruh peningkatan hasil belajar matematika siswa antara kelompok pemebelajaran matematika realistik berbasis budaya Aceh dengan kelompok konvensional digunakan uji-t pada taraf signifikansi 0,05. Berdasarkan hasil penelitian, diperoleh bahwa 1) Peningkatan hasil belajar matematika siswa yang memperoleh pedekatan pembelajaran matematika realistik berbasis budaya Aceh lebih tinggi daripada peningkatan hasil belajar matematika siswa yang memperoleh pembelajaran biasa / konvensional. (2)Tidak terdapat interaksi antara pendekatan pembelajaran dengan kemampuan awal yang dimiliki siswa (3)  Aktivitas siswa dengan pembelajaran matematika realistik berbasis budaya Aceh lebih aktif dan meningkat serta siswa memberi respon positif.

scholarly journals The Innovative Learning of Social Arithmetic using Realistic Mathematics Education Approach

Jurnal Elemen ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 29-57
Author(s):  
Winda Rahayu ◽  
◽  
Rully Charitas Indra Prahmana ◽  
Afit Istiandaru ◽  
◽  
...  
Keyword(s):  
High School Students ◽  
Mathematics Education ◽  
Junior High School ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Average Score ◽  
Realistic Mathematics Education ◽  
School Students ◽  
Realistic Mathematics ◽  
Innovative Learning

Learning mathematics has a significant contribution to the students’ daily activities, one of which is on social arithmetic topic. The implementation of social arithmetic, in general, is mostly found in buying-selling and banking activities. However, students still find difficulties in understanding this topic. It is because the teaching and learning activities still use a conventional approach, which restricts the students to imagine how it is implemented in daily life. Therefore, this paper aims to describe the innovative learning activities of social arithmetic among junior high school students using the Realistic Mathematics Education (RME) approach. This research was conducted in three meetings, and the researcher acted as the teacher in the class. The results showed that the innovative learning of social arithmetic using the RME approach and word problems could improve the students’ learning outcomes with an average score of 81.92% and 92.59% of the total of students scored above passing grade.

scholarly journals PENDEKATAN REALISTIC MATHEMATICS EDUCATION UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA

2018 ◽  
Vol 1 (5) ◽  
pp. 915
Author(s):  
Kiki Jasija ◽  
Fista Anaba Fitriana ◽  
Usman Aripin
Keyword(s):  
Mathematics Education ◽  
Mathematics Learning ◽  
Control Group ◽  
Realistic Mathematics Education ◽  
Mathematical Communication ◽  
Control Group Design ◽  
Realistic Mathematics ◽  
Communication Ability ◽  
5Th Grade

The purpose of this study is no other to know the extent to which the RME approach can improve the mathematical communication skills of students MTS Negeri 2 Purwakarta. The method used is quasi experiment with pretest-posttest nonequivalent control group design. The 5th grade students of MTsN 2 Purwakarta, which were 5 classes, were used as the population for this study while the research samples were class VIIA as the experimental class and VIIE as the control class. Determination of the sample is taken by the researcher accepting the state of the subject as it is after being grouped not randomly purely to be subjected to the treatment of mathematics learning through Realistic Mathematics Education approach and conventional approach. Instrument of research in the form of test instrument of mathematical communication ability. The results show that the improvement of students' mathematical communication ability using RME approach is better than using the usual approach.b

scholarly journals Mathematical Learning with Realistic Mathematics Education (RME) Approach Based on Open-Ended Problems to Improve Mathematical Communication

2019 ◽  
Vol 9 (1) ◽  
pp. 87
Author(s):  
Fauzi Wildad ◽  
Budi Waluya ◽  
M Masrukan
Keyword(s):  
Mathematics Education ◽  
Average Rate ◽  
Mathematics Learning ◽  
Control Group ◽  
Realistic Mathematics Education ◽  
Learning Tools ◽  
Control Group Design ◽  
Average Value ◽  
Realistic Mathematics ◽  
Regression Test

This research aims to determine the feasibility and effectiveness of the application of learning using social arithmetic teaching books with Realistic Mathematics Education (RME) approach based on Open-Ended problem. The research design used in this research is Research and Development (R and D) with Plomp model. Subjects in this study were students of Class VIII SMP Islam Terpadu Askhabul Kahfi 2017 / 2018. implementation design using Posttest Only Control-Group Design. The analysis used in the form of analysis of expert validation results and effectiveness test. Post test results on the class performed by the action are compared to the non-action class and to ensure it is done by (1) Complete Test, (2) Different Test, and (3) Simple Linear Regression Test. Based on the results of research and discussion, obtained the conclusion that (1) Arithmetic learning devices with RME approach developed valid is used based on the expert expert judgment. And according to the results of small and large class test, and (2) Arithmetic learning tools with RME approach developed effectively. This is indicated by (a) the average value of evaluation of classroom communication skills using 73, 42 (μ&gt; 70) and 76,6% (π&gt; 75%) classical completeness; (b) the average rate of classes using the application of mathematics learning tools with RME approach based on open-ended problem (73,42) is greater than the class that does not use the application of mathematics learning tool with RME approach based on open-ended problem (64,57) and (c) from the regression test obtained t<sub>count</sub> = 2.012, t<sub>count</sub> (2.012)&gt; t<sub>table</sub> (1.99834).

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