scholarly journals Educational Borrowing and Mathematics Curriculum: Realistic Mathematics Education in the Dutch and Indonesian Primary Curriculum

2018 ◽  
Vol 2 (1) ◽  
pp. 1 ◽  
Author(s):  
Shintia Revina ◽  
Frederick Koon Shing Leung
Keyword(s):  
Mathematics Education ◽  
Mathematics Curriculum ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Primary Curriculum ◽  
And Mathematics ◽  
Educational Borrowing

scholarly journals The Enhancement of Motivation and Mathematics Competence Using Realistic Mathematics Education (RME) Approach on The 2nd Grade of SDN 1 Srowot

2020 ◽  
Vol 3 (3) ◽  
pp. 1206
Author(s):  
Sampi Sampi
Keyword(s):  
Mathematics Education ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Mathematics Competence ◽  
And Mathematics

<table class="NormalTable"><tbody><tr><td width="200"><span class="fontstyle0">Tujuan dari penelitian ini adalah untuk meningkatkan hasil belajar siswa dan motivasi belajar<br />siswa kelas II SD N 1 Srowot tahun ajaran 2020/2021 dengan pendekatan Realistic<br />Mathematics Education (RME). Penelitian ini merupakan penelitian tindakan kelas (PTK).<br />Penelitian dilaksanakan dalam dua siklus. Setiap siklus terdiri dari dua pertemuan yang terdiri<br />atas perencanaan, pelaksanaan, tindakan, observasi dan refleksi. Subjek penelitian adalah<br />siswa Kelas II SDN 1 Srowot yang berjumlah 23 peserta didik. Sumber data berasal dari guru<br />dan peserta didik. Teknik pengumpulan data dengan cara observasi, wawancara, tes dan<br />dokumentasi. Validitas data dengan triangulasi sumber dan triangulasi teknik. Analisis data<br />menggunakan model analisis Miles dan Huberman. Hasil penelitian menunjukkan bahwa<br />persentase ketuntasan klasikal pratindakan, siklus I yang semula yaitu 50% meningkat menjadi<br />73% dan pada siklus II menjadi meningkat ke dalam presentase 100%. Peningkatan<br />keterampilan matematika dalam materi pecahan dengan menggunakan bangun datar dengan<br />pendekatan RME yang diterapkan pada peserta didik Kelas II SD N 1 Srowot meningkat yang<br />semula pada siklus I yaitu 70 menjadi 81,5 pada siklus II dan dapat dikategorikan sangat baik.</span></td></tr></tbody></table><br /> <br /><br />

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN BANGUN RUANG DI SMP DENGAN PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK

2016 ◽  
Vol 3 (1) ◽  
pp. 109 ◽  
Author(s):  
Wiwin Rita Sari
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Junior High School ◽  
Junior High ◽  
Expert Assessment ◽  
Realistic Mathematics Education ◽  
Assessment Tests ◽  
Realistic Mathematics ◽  
And Mathematics ◽  
Mathematical Connection

Penelitian ini bertujuan untuk menghasilkan produk berupa perangkat pembelajaran bangun ruang SMP dengan pendekatan pendidikan matematika realistik yang valid, praktis, dan efektif ditinjau dari ketercapaian kompetensi dasar, kemampuan koneksi matematis, dan minat terhadap matematika. Jenis penelitian adalah penelitian pengembangan menggunakan model 4-D yang terdiri atas empat tahap yaitu tahap pendefinisian, perancangan, pengembangan, dan tahap penyebaran. Hasil penelitian berupa perangkat pembelajaran bangun ruang yang terdiri dari silabus, RPP, LKS, dan tes hasil belajar berupa tes ketercapaian kompetensi dasar (TKKD) dan tes kemampuan koneksi matematis (TKKM) yang valid, praktis, dan efektif. Kevalidan perangkat mencapai kategori sangat baik ditinjau dari penilaian ahli. Kepraktisan perangkat mencapai kategori sangat baik ditinjau dari penilaian guru, penilaian siswa, dan observasi keterlaksanaan pembelajaran. Aspek keefektifan dipenuhi dari tercapainya minimal 80% siswa lulus KKM ditinjau dari ketercapaian kompetensi dasar dan kemampuan koneksi matematis, serta lebih dari 80% siswa mempunyai minat terhadap matematika dalam kategori minimal baik.Kata Kunci: pengembangan, perangkat pembelajaran, pendekatan pendidikan matematika realistik, bangun ruang SMP DEVELOPING SPACE LEARNING KIT IN JUNIOR HIGH SCHOOL WITH REALISTIC MATHEMATICS EDUCATION APPROACH AbstractThis research aimed to produce space learning kits with realistic mathematics education approach in Junior High School which valid, practical, and effective viewed from achievement of basic competence, mathematical connection ability, and mathematics interest. This research was development research used 4-D model that consisted of four phases: defining, designing, developing, and  disseminating. This research produced space learning kit that consisted of syllabus, lesson plans, students’ worksheets, and assessment tests that included test of basic competence achievement and mathematical connection test which valid, practical, and effective. The validity of learning kit get very good category from expert assessment. The practicallity of learning kit get very good category from teachers assessment, students assessment, and observation of learning implementation. The aspect of effectiveness was seen from achievement minimum 80% of the student pass the minimum score for achievement of basic competence and mathematical connection skill, and more than 80% of student have mathematics interest in least good category.Keywords: development, learning kit, realistic mathematics education, space

scholarly journals Activities Written by Prospective Primary Teachers on Realistic Mathematics Education

2018 ◽  
Vol 7 (3) ◽  
pp. 229
Author(s):  
Hatice Kübra Güler
Keyword(s):  
Mathematics Education ◽  
Prospective Teachers ◽  
Mathematics Curriculum ◽  
Real Life ◽  
Primary Teachers ◽  
Primary Teacher ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Life Problems ◽  
Prospective Primary Teachers

It is important for students to connect with real life in mathematics courses. The aim of this study is to investigate the activities which are written by prospective primary school teachers in the context of Realistic Mathematics Education. This research is a case study of which data were collected by qualitative methods. The participants of the research included 81 prospective primary teachers who are junior students attended primary teacher department. It was asked them to write an activity suitable for primary mathematics curriculum by considering Realistic Mathematics Education principles. They were given one month to write the activities. The activities written by prospective teachers analyzed by descriptive methods in terms of learning domains, types of context and principles of Realistic Mathematics Education. Totally 36 activities were written by prospective teachers. Based on the analysis, it was observed that not all the contexts were exactly real life contexts. It was determined that prospective teacher could not distinguish routine word problems from real life problems. It can be said that theoretical knowledge of Realistic Mathematics Education is inadequate for writing activities and prospective primary teachers need to practice on writing activities regarding the mentioned theory.

Construction of Mathematical and Financial Concepts based on Realistic Mathematics Education

2020 ◽  
Vol 22 (5) ◽  
pp. 226-253
Author(s):  
Susana Machado Ferreira ◽  
Vanilde Bisognin
Keyword(s):  
Mathematics Education ◽  
Course Design ◽  
Financial Education ◽  
Realistic Mathematics Education ◽  
Mathematical Concepts ◽  
Problem Situations ◽  
Video Recordings ◽  
Realistic Mathematics ◽  
Data Collection And Analysis ◽  
And Mathematics

Context: This article presents the excerpt of a qualitative Doctorate in Science and Mathematics Teaching research. Objectives: To describe the results of a study carried out with students from an initial teacher training course. Design: From the development of a didactic sequence, a connection was sought between the ideas of Financial Education anchored by Realistic Mathematics Education (RME). Environment and participants: The study was conducted with 11 students from a Pedagogy course at a Brazilian university. Data collection and analysis: The data were collected through written records of the activities performed by the students, the observations of the classes, and the audio and video recordings. The methodology of analysis was defined considering the procedures of Content Analysis, using the modality of thematic analysis that occurs in three phases: pre-analysis, exploration of the material and treatment of the results. Results: The discussions of the problem situations developed according to the principles of RME, aroused in the students interest, curiosity, autonomy, cooperation and reflection on financial situations, showing that this approach contributed in a significant way, with the development of the didactic sequence. Conclusions: This study shows that by teaching mathematics from everyday contexts, several benefits can be achieved, such as motivation and interest to learn mathematics, and by understanding mathematical concepts, students will be able to use them for the organization of their financial life, and in a conscious, responsible and autonomous way, improve their quality of life.

scholarly journals Mathematics Curriculum Reform and Its Implementation in Textbooks: Early Addition and Subtraction in Realistic Mathematics Education

Mathematics ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 752
Author(s):  
Marc Van Zanten ◽  
Marja Van den Heuvel-Panhuizen
Keyword(s):  
Mathematics Education ◽  
Curriculum Reform ◽  
Core Curriculum ◽  
Mathematics Curriculum ◽  
Reform Process ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Teaching Principles ◽  
Big Ideas ◽  
Addition And Subtraction

Since the late 1960s, a reform in mathematics education, which is currently known under the name Realistic Mathematics Education (RME), has been taking place in the Netherlands. Characteristic for this approach to mathematics education is that mathematics is not seen as ready-made knowledge but as an activity of the learner. Although much has been written about the big ideas and intentions of RME, and multiple RME-oriented textbooks have been published, up to now the development of this approach to mathematics education has not been thoroughly investigated. In the research reported in this article, we traced how RME has evolved over the years. The focus in our study was on early addition and subtraction in primary school. For this, we studied RME core curriculum documents and analyzed RME-oriented textbooks that have been published between the onset of RME and the present. We found that the big ideas and teaching principles of RME were clearly reflected in the learning facilitators for learning early addition and subtraction and were steadily present in curriculum documents over the years, although some were made concrete in further detail. Furthermore, we found all RME learning facilitators also to be present in all RME-oriented textbooks, though in some cases in other ways than originally intended. Our research shows the complexity of a curriculum reform process and its implementation in textbooks.

scholarly journals Mathematics Learning Devices Development based on Realistic Mathematics Education on Probability

AL-TA LIM ◽  
2018 ◽  
Vol 25 (1) ◽  
pp. 87-96
Author(s):  
Nana Sepriyanti ◽  
Evi Mega Putri
Keyword(s):  
Mathematics Education ◽  
Mathematics Teacher ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Assessment Instrument ◽  
Design Stage ◽  
Realistic Mathematics Education ◽  
Student Assignment ◽  
Realistic Mathematics ◽  
And Mathematics

The purpose of this  research is to develop mathematics learning devices in the form of Lesson Plan (RPP) and Student Assignment (LKPD) based Realistic Mathematics Education(RME) on probability materials in line with curriculum 2013. In addition, this research aims to describe the quality of developed learning devices in both validity and practicality aspects. This is a development research with 4D model including define, design, develop and disseminate. The researcher modified the development model by simplified the model through limit the research up to develop stage by considering the time and the cost. The define stage consists of: a) curriculum analysis; b) student analysis; and c) concept analysis. The design stage consists of: a) Lesson Plan design; b) Student Assignment design; c) instrument design and validation on assessment instrument of learning devices. Meanwhile, the develop stage consists of: a) the validation of learning devices by the expert and mathematics teacher; b) testing; and c) the questionnaire of both teacher and students responses. This research produces mathematics learning devices in the form of Lesson Plan and Student Assignment basedRealistic Mathematics Education (RME) on Probability materials class X. The research findings shows that according to expert and mathematics teacher assessment, the developed learning devices are valid with 3.25 on average for lesson plan and 3.48 on average for student assignment. The result of the teacher response on the questionnaire shows that student response and interview display that mathematics learning devices in the form of lesson plan and student assignment are practical to be used on mathematics learning particularly on probability materials with 3.50 on average for Lesson Plan and 3.30 on average for Student Assignment.

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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