scholarly journals Realistic Mathematics Education's Effect on Students' Performance and Attitudes: A Case of Ellipse Topics Learning

2022 ◽  
Vol 11 (1) ◽  
pp. 403-421
Author(s):  
Duong Huu ◽  
Tien-Trung Nguyen* ◽  
Bui Phuong ◽  
Lu Kim ◽  
Lam Truong ◽  
...  
Keyword(s):  
Real Life ◽  
Realistic Mathematics Education ◽  
Test Results ◽  
Knowledge Based ◽  
Attitudes Toward Learning ◽  
Realistic Mathematics ◽  
Post Test ◽  
Students Attitudes ◽  
Collection Methods ◽  
Real World Problems

<p style="text-align: justify;">Realistic Mathematics Education (RME) has gained popularity worldwide to teach mathematics using real-world problems. This study investigates the effectiveness of elliptic topics taught to 10th graders in a Vietnamese high school and students' attitudes toward learning. The RME model was used to guide 45 students in an experimental class, while the conventional model was applied to instruct 42 students in the control class. Data collection methods included observation, pre-test, post-test, and a student opinion survey. The experimental results confirm the test results, and the experimental class's learning outcomes were significantly higher than that of the control class's students. Besides, student participation in learning activities and attitudes toward learning were significantly higher in the RME model class than in the control class. Students will construct their mathematical knowledge based on real-life situations. The organization of teaching according to RME is not only a new method of teaching but innovation in thinking about teaching mathematics.</p>

scholarly journals PENGEMBANGAN BUKU SISWA SMP KELAS VIII DENGAN MATERI PRISMA DAN LIMAS YANG BERPIJAK PADA MASALAH KONTEKSTUAL, PENGGUNAAN MODEL, DAN PENEMUAN TERBIMBING

2014 ◽  
Vol 2 (1) ◽  
pp. 48
Author(s):  
Syarifudin Syarifudin
Keyword(s):  
Learning Process ◽  
Student Response ◽  
Realistic Mathematics Education ◽  
Guided Discovery ◽  
Realistic Mathematics ◽  
Post Test ◽  
Planning Development ◽  
Implementation Data ◽  
Response Post ◽  
Standard Learning

The development of this student book uses the Thiagarajan development model. The development of this model has four stages: definition, planning, development, and dissemination. In addition, the development of students' books is based on realistic mathematics education (PMR), especially on contextual issues, the use of models, and guided discovery. Subsequently the student's book has validated experts and practitioners to be tested in the classroom. Expert and practitioner scores were 3.46 (very valid). Furthermore, it was tested in the classroom in order to see the practicality and effectiveness. Practicality of students' books is measured through the implementation of learning in the learning process. Student book implementation data as a whole is 'high categorized'. Student book effectiveness is measured through three indicators: (1) student activity, (2) student response, and (3) mastery learning. Through classroom tests, data on students' activity observation outcomes during the learning process as a whole are 'active criteria'. Students give a positive response. Post-test data found that none of the students scored under 65% of the standard learning objectives to be achieved. Furthermore, if seen classically obtained an average of 83.1%.

scholarly journals Pengembangan Lembar Kerja Peserta Didik Berbasis Realistic Mathematics Education dengan Konteks Kemaritiman untuk Peserta Didik SMA Kelas XI

2019 ◽  
Vol 4 (2) ◽  
pp. 133-142
Author(s):  
Maimunah ◽  
Nur Izzati ◽  
Alona Dwinata
Keyword(s):  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Realistic Mathematics Education ◽  
Test Results ◽  
Design Development ◽  
Questionnaire Response ◽  
Mathematical Skills ◽  
Post Test ◽  
Student Questionnaire ◽  
Analysis Design

The lack of use of teaching materials that are able to construct learners to understand mathematics learning in schools causes the achievement of students' mathematical skills are still in the low category. This study aims to develop a valid, practical and effective LKPD based on RME with maritime context. This research is a type of Research and Development (R&D) research with a limited ADDIE development model, they are Analysis, Design, Development (ADD) stage. Data in the study were collected by the test and questionnaire methods. The research instruments used were expert validation sheets, student questionnaire response sheets, and test sheets. Data were analyzed with descriptive analysis to measure the validity of LKPD, Rasch modeling to measure the practicality of LKPD, and compare individual and classical minimum completeness criteria from students' post-test results to measure the effectiveness of LKPD. The results showed that LKPD based on RME fulfilled valid criteria with the dominance of the assessment in the good category, practical criteria with the dominant response of students in the practical category, and effective with a percentage of completeness of 87%.

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 Pemahaman Konsep Matematika Siswa pada Materi Besar Sudut Melalui Pendekatan PMRI

2017 ◽  
Vol 2 (1) ◽  
pp. 41-50 ◽  
Author(s):  
Pramitha Sari
Keyword(s):  
Conceptual Understanding ◽  
Research Result ◽  
Real Life ◽  
Sixth Grade ◽  
Angle Measurement ◽  
Realistic Mathematics Education ◽  
Necessary And Sufficient Condition ◽  
Mathematical Concepts ◽  
Realistic Mathematics ◽  
Necessary And Sufficient

Penulisan artikel ini bertujuan untuk memaparkan hasil pemahaman konsep matematika siswa pada materi besar sudut di kelas VI Sekolah Dasar (SD) melalui pendekatan PMRI. Pendekatan PMRI (Pendidikan Matematika Realistik Indonesia) adalah pembelajaran yang diharapkan sesuai dengan kurikulum 2013 yaitu menemukan sendiri berbagai fakta, membangun konsep, serta nilai-nilai baru yang diperlukan dalam kehidupan. Dari hasil peneliti, terlihat secara keseluruhan persentase rata-rata indikator pemahaman konsep matematika siswa melalui pendekatan PMRI pada materi besar sudut di kelas VI sebesar 72% yang dikategorikan baik. Ketujuh indikator tersebut, yaitu: indikator dalam kemampuan menyatakan ulang sebuah konsep sebesar 57%, kemampuan mengklarifikasikan objek menurut sifat-sifat tertentu sesuai dengan konsep sebesar 71.5%, kemampuan memberikan contoh dan bukan contoh sebesar 84.5%, kemampuan menyajikan konsep dalam berbagai bentuk representasi matematika sebesar 49.5%, kemampuan mengembangkan syarat perlu dan syarat cukup dari suatu konsep sebesar 68%, kemampuan menggunakan, memanfaatkan dan memilih prosedur tertentu sebesar 85%, dan kemampuan mengklasifikasikan konsep/algoritma ke pemecahan masalah sebesar 88.5%. Kata Kunci: pemahaman konsep, besar sudut, PMRI This article presents the sixth grade of elementary students' understanding of mathematical concepts of angle measurement through PMRI (Indonesian Realistic Mathematics Education) approach. PMRI is suitable for the 2013 Curriculum: to discover facts, to construct concepts and values in real life. The research result shows that 72% of students study with PMRI approach is categorized good, according to indicator of understanding of mathematics concepts. The indicators are: the ability to express the concept , 57%; the ability to clarify the object according to certain properties, 71.5%; the ability to provide examples and counter examples, 84.5%; the ability to present concepts in a variety of forms of mathematical representations, 49.5%; the ability to develop the necessary and sufficient condition of a concept, 68%; the ability to use, exploit and choose specific procedures, 85%; and the ability to classify the concept / algorithm for solving a problem 88.5%. Keywords: conceptual understanding, angle measurement, PMRI

Peningkatan Kemampuan Representasi Matematis Dan Kemandirian Belajar Siswa Menggunakan Pendekatan RME

2020 ◽  
Vol 7 (1) ◽  
pp. 1-10
Author(s):  
Yunita Dwi Indriyani ◽  
Satrio Wicaksono Sudarman ◽  
Ira Vahlia
Keyword(s):  
Data Analysis ◽  
Mathematics Education ◽  
Research Study ◽  
Mathematical Representation ◽  
Realistic Mathematics Education ◽  
Program Material ◽  
Self Regulated Learning ◽  
Realistic Mathematics ◽  
Post Test ◽  
Very High

The purpose of this research is to improve the mathematical representation ability and learning independence through the Realistic Mathematics Education (RME) approach in students of class XI IPS 1 SMA N 1 Pekalongan. This type of research is a classroom action research study subjects were students of class XI IPS 1 SMA N 1 Pekalongan consisting of 25 students. This can be seen from the students' mathematical representation ability in linear program material by increasing data analysis (N-Gain) from the pre-survey to the first cycle obtained an average pre-test of 59.2 and an average post-test of 64.8 so that gain 0.30 with a percentage of 30% in the low category. Furthermore, the first cycle to the second cycle obtained an average pre-test of 64.8 and an average post-test of 77.4 so that a gain of 0.53 with a percentage of 53% in the medium category. Independence of student learning from pre-survey to the first cycle with a percentage of 54.6% increased to 65.05% with a high category. Furthermore, from cycle, I to cycle II with a percentage of 65.05% increased to 82.9% with a very high category.Keywords:Mathematical Representation, Self-regulated Learning, RME

MATHEMATICAL ACTIVITY DESIGNS CONDUCTED WITH E-PORTFOLIO BY SECONDARY SCHOOL STUDENTS WITHIN THE FRAMEWORK OF REALISTIC MATHEMATICS EDUCATION

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Elif Bahadır ◽  
Eda Nur Güner
Keyword(s):  
Mathematics Education ◽  
Social Life ◽  
Design Thinking ◽  
Mathematical Thinking ◽  
Real Life ◽  
Educational Process ◽  
Realistic Mathematics Education ◽  
Mathematical Activity ◽  
Thinking Skill ◽  
Realistic Mathematics

Design thinking skill is perhaps the most directly related thinking skill of mathematical thinking skill, because design thinking contains a strong problem-solving process in itself. In this study, it was aimed to provide students to avoid thinking about mathematics only procedurally or instrumentally and to introduce them to mathematical studying methods and mental habits. Therefore, tasks were chosen that would encourage students to think and design using real-life mathematical elements and thus encourage effective mathematical thinking. According to Freudenthal, the theorist of the Realistic Mathematics Education, mathematics should be related to the social life of students, close to their experiences, relevant to the society they live in, and compatible with human values. The research is designed as “action research” which is one of the qualitative research methods. Participants were selected using the convenience sampling method. Edmodo software was used as an electronic portfolio. Activities were prepared within the framework of RME approach. The responses are given by the students to those activities distributed when examined under 5 main headings: designing products, expressing the mathematical opinions clearly, using the mathematical knowledge, the research skills and the originality. These criteria generated after taking an expert opinion, subjected to qualitative analysis and interpreted. Consequently, it can be concluded that the educational process which is carried out with design-based activities provides learning, and is relevant to daily life, is interesting and is motivating. The integration of face-to-face teaching with technology and online approaches also help teachers manage design-based activities in a more effective way. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0785/a.php" alt="Hit counter" /></p>

scholarly journals PENGARUH PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA SMP

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Sri Yulianti ◽  
Sri Yulianti
Keyword(s):  
Mathematics Education ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
T Test ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Post Test ◽  
Quasi Experiment ◽  
Teacher Centered

AbstrakPenelitian  ini bertujuan untuk mengetahui pengaruh pembelajaran model Realistic Mathematics Education (RME) terhadap hasil belajar matematika siswa kelas VII di SMP Ba’it Al-Quran Kayuagung tahun ajaran 2019/2020. Penelitian ini dilakukan di SMP Ba’it Al-Quran  tahun  ajaran 2019/2020. Jenis penelitian ini adalah penelitian eksperimen semu (quasi experiment). Teknik pengambilan sampel dalam penelitian ini menggunakan teknik simple random sampling, Sampel penelitian ini adalah kelas VII Cairo sebagai kelas eksperimen dan kelas VII mekah sebagai kelas kontrol. Instrumen tes menggunakan jenis tes essay.  Teknik analisis data dengan cara uji prasyarat dan uji hipotesis. Uji prasyarat berupa uji normalitas dan homogenitas sedangkan uji hipotesis menggunakan analisis statistika  parametrik yaitu  Independent Sample T Test pada taraf signifikansi α = 0,05. Hasil penelitian menunjukkan bahwa terdapat perbedaan hasil belajar anatara siswa yang menggunakan pendekatan Realistic Mathematics Education dengan siswa yang menggunakan pendekatan Teacher Centered .Hal ini di buktikan dari analisis uji  Independent Samples T Test nilai post test diperoleh signifikansi 0,000 <  0,05, maka H0 ditolak. yang artinya pendekatan Realistic Mathematics Education (RME) berpengaruh terhadap hasil belajar matematika siswa  SMP ba’it Al-Quran Kayuagung.Keyword : Pendekatan pembelajaran, RME, prestasi belajar

scholarly journals COMPARISON OF ALGEBRA LEARNING OUTCOMES USING REALISTIC MATHEMATICS EDUCATION (RME), TEAM ASSISTED INDIVIDUALIZATION (TAI) AND CONVENTIONAL LEARNING MODELS IN JUNIOR HIGH SCHOOL 1 MASOHI

2020 ◽  
Vol 9 (2) ◽  
pp. 173
Author(s):  
Anderson Leonardo Palinussa
Keyword(s):  
Mathematics Education ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Experimental Research ◽  
Learning Model ◽  
Realistic Mathematics Education ◽  
Test Results ◽  
Learning Models ◽  
Realistic Mathematics ◽  
Algebra Learning

The study aims to examine the application of the Realistic Mathematics Education (RME), the Cooperative Learning Model Team Assited Individualization (TAI) type and conventional learning models on algebra. The population in thIS study were all eighth grade SMPN 1 Masohi. The type of this study is an experimental research design with quasi experimental research. Instruments in this study using the test results, analyzed using ANOVA test and further tests using Tukey's HSD test. From the analysis of these study obtained data: (1) Based on the normality test results obtained sig. X1 (RME Learning Model) of 0.976, X2 (Cooperative Learning Model TAI Type) of 0.889 and X3 (Conventional Learning Model) of 0.906. (2) Based on the one-way ANOVA calculation with the SPSS 20.0 program, obtained a significance value of 0.003. (3) There are significant differences in algebra learning outcomes between classes using the RME learning model, the cooperative learning model TAI type and conventional learning model, and (4) The algebra learning outcomes of students used the RME learning model are higher than the students that are used cooperative learning models TAI type and the students that used conventional learning model.

scholarly journals PENGEMBANGAN BAHAN AJAR BERBASIS PENDIDIKAN MATEMATIKA REALISTIK (PMR) PADA MATERI PROGRAM LINEAR

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Sri Mayani ◽  
Swaditya Rizki
Keyword(s):  
Mathematics Education ◽  
Instructional Materials ◽  
Control Group ◽  
Realistic Mathematics Education ◽  
Test Results ◽  
Vocational High School ◽  
Teaching Materials ◽  
Material Development ◽  
Realistic Mathematics ◽  
Testing Product

The products developed are based teaching materials realistic mathematics education. The purpose of this research is (1) Develop products in the form of teaching materials based on realistic mathematics education they deserve. (2) To determine the effectiveness of teaching materials based on realistic mathematics education on a linear program material. Development steps used is seeking potential and problems, collect data, product design, design validation, design revisions, product testing, product revision, utility testing, product revision, and mass production. The study population was students of class X Vocational High School Muhammadiyah 3 Metro and sample are learners class X1 (experimental group) and learners class X2 (control group). Validation results showed a very decent category with the percentage of 80,72%. The test results showed a small group categorized by the percentage of 69%. The test results showed a large group instructional materials primarily to the percentage of 77% feasible and effective in its use based on the average learning outcomes of students in large groups. Based on this, it can be concluded that (1) developed teaching materials eligible for use in learning. (2) The teaching materials are effective in learning

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.

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