Penerapan pendekatan RME (realistic mathematics education) untuk meningkatkan hasil belajar siswa  kelas VII MTs Al-Hikmah Bululawang materi perbandingan senilai dan berbalik nilai

This study aims to describe the steps to implement the application of RME (Realistic Mathematics Education) to improve the learning outcomes of class VII students of MTs Al-Hikmah Bululawang on the subject to support and change values. This type of research is Classroom Action Research (CAR). The data collected in this study include: 1) the results of observations of teacher activities and student activities, 2) results of field notes, 3) results of the final cycle test. RME is carried out by the following steps: 1) solving contextual problems, 2) resolving contextual problems, 3) comparing and discussing answers, and 4) comparing the learning outcomes of class VII students of MTs Al-Hikmah Bululawang on approved and changed values. This increase was discussed based on the final test results of students who achieved KKM Increasing the increase by 20 percent from before the implementation of RME and 23 percent from cycle 1 to cycle 2 and supported by the level of delay in the learning process seen from the results of "Very Good", so this study was successful. Penelitian ini bertujuan untuk mendeskripsikan langkah-langkah penerapan pendekatan RME (Realistic Mathematics Education) untuk meningkatkan hasil belajar siswa kelas VII MTs Al-Hikmah Bululawang pada pokok bahasan perbandingan senilai dan berbalik nilai. Jenis penelitian ini merupakan Penelitian Tindakan Kelas (PTK). Data yang dikumpulkan pada penelitian ini meliputi: 1) hasil observasi aktivitas guru dan aktivitas siswa, 2) hasil catatan lapangan, 3) hasil tes akhir siklus. Hasil penelitian menunjukkan bahwa penerapan pendekatan RME yang dilakukan dengan langkah-langkah berikut: 1) memahami masalah kontekstual, 2) menyelesaikan masalah kontekstual, 3) membandingkan dan mendiskusikan jawaban, dan 4) menyimpulkan dapat meningkatkan hasil belajar siswa kelas VII MTs Al-Hikmah Bululawang pada materi perbandingan senilai dan berbalik nilai. Peningkatan ini ditunjukkan berdasarkan hasil tes akhir siswa yang mencapai KKM mengalami peningkatan sebesar 20 persen dari sebelum diterapkannya RME dan 23 persen dari siklus 1 ke siklus 2 dan didukung oleh taraf keterlaksanaan proses pembelajaran yang dilihat dari hasil observasi kegiatan aktivitas guru dan aktivitas siswa yang menunjukkan kategori “sangat baik”, sehingga penelitian ini dikatakan berhasil.

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Penerapan Realistic Mathematics Education untuk Meningkatkan Aktivitas dan Hasil Belajar Siswa

Justek : Jurnal Sains dan Teknologi ◽

10.31764/justek.v3i2.3506 ◽

2020 ◽

Vol 3 (2) ◽

pp. 17

Author(s):

Salma Salma ◽

Dewi Pramita ◽

Vera Mandailina ◽

Syaharuddin Syaharuddin

Keyword(s):

Mathematics Education ◽

Learning Outcomes ◽

Class Action ◽

Learning Activities ◽

Realistic Mathematics Education ◽

Student Activities ◽

Average Percentage ◽

Qualitative And Quantitative ◽

Realistic Mathematics ◽

The Subject

Abstract: The purpose of this study is to find out the improvement of student activities and learning outcomes with the implementation of Realistic Mathematics Education (RME). This research uses Class Action Research. As the subject in this study were grade VII MTs students as many as 23 people. Data analysis techniques used are qualitative and quantitative to measure the increase in student activity and learning outcomes. Based on the results of the research, it can be concluded that the application of RME can improve student activities and learning outcomes. This can be seen from the increase in learning activities in the first cycle obtained an average percentage of 55% with a fairly good category, increased by an average percentage of 85% fall into the category of excellent in cycle II. While student learning activities have increased from cycle I with an average percentage of 55% fall into the category quite well to 85% with a very good category in the second cycle. Classical student completeness also increased in cycle I was 56.52% and in cycle II by 86.95%. Abstrak: Tujuan dari penelitian ini untuk mengetahui peningkatan aktivitas dan hasil belajar siswa dengan penerapan Realistic Mathematics Education (RME). Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK). Sebagai subjek dalam penelitian ini adalah siswa kelas VII MTs sebanyak 23 orang. Teknik analisis data yang digunakan adalah kualitatif dan kuantitatif untuk mengukur peningkatan aktivitas dan hasil belajar siswa. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan RME dapat meningkatkan aktivitas dan hasil belajar siswa. Hal ini terlihat dari adanya peningkatan aktivitas pembelajaran pada siklus I diperoleh rata-rata persentase sebesar 55% dengan kategori cukup baik, mengalami peningkatan dengan rata-rata persentase sebesar 85% termasuk dalam kategori sangat baik pada siklus II. Sedangkan aktivitas belajar siswa mengalami peningkatan dari siklus I dengan rata-rata persentase sebesar 55% masuk dalam kategori cukup baik menjadi 85% dengan kategori sangat baik pada siklus II. Ketuntasan klasikal siswa juga mengalami peningkatan pada siklus I adalah 56,52% dan pada siklus II sebesar 86.95%.

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

Infinity Journal ◽

10.22460/infinity.v9i2.p173-182 ◽

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.

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KETUNTASAN HASIL BELAJAR SISWA MELALUI PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) PADA MATERI PERKALIAN

Jurnal Ilmiah Didaktika ◽

10.22373/jid.v13i2.474 ◽

2013 ◽

Vol 13 (2) ◽

Author(s):

Nida Jarmita ◽

Hazami Hazami

Keyword(s):

Mathematics Education ◽

Action Research ◽

Learning Process ◽

Realistic Mathematics Education ◽

Realistic Mathematics ◽

Realistic Approach ◽

The Subject ◽

Teaching Learning ◽

Class Iv ◽

Passing Grade

This research is aiming at knowing the passing grade of students’ achievement, the activity of students and teacher in the teaching learning process of perkalian by using realistic approach. It was designed by using a classroom action research that took place at Class IV-2 MIN Tungkob, Aceh Besar. The subject chosen was 37 students. The data were collected by observation and test. The data got then analyzed by using mean score and percentage formula. From the result of three cycles of teaching, it was found that students could achieve the passing grade at 83,3% classically. Students activities also showed an ideal time which is 86,5%. Meanwhile, the teacher’s ability to manage the classroom was in the level of good (4,4).

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Meningkatan Hasil Belajar Siswa Menggunakan Realistic Mathematics Education (RME) Berbantuan Media Konkrit

Jurnal Bidang Pendidikan Dasar ◽

10.21067/jbpd.v4i2.4473 ◽

2020 ◽

Vol 4 (2) ◽

pp. 155-163

Author(s):

Dedy Setyawan

Keyword(s):

Mathematics Education ◽

Mathematics Learning ◽

Sampling Technique ◽

Learning Activities ◽

Realistic Mathematics Education ◽

Test Results ◽

Final Test ◽

Realistic Mathematics ◽

Learning Mathematics ◽

5Th Grade

Abtract. This study aims to improve the activity and student learning outcomes in mathematics in calculating the volume of a cube by using the Realistic Mathematics Education (RME) model assisted by concrete media.This type of research is Classroom Action Research (CAR). The subjects of this study were 5th grade students of Muhammadiyah Pahandut Palangka Raya Elementary School, totaling 19 people. The sampling technique used is saturated sampling. Data collection techniques using observation and tests.The main results of this study indicate that the learning activities of students when learning mathematics material calculates the volume of the cube using the RME model assisted by concrete media shows the final test results of cycle 1 with 73.68% and the final test results in cycle 2 to 100% and are in very good criteria. It is proven that by using the RME model which is assisted by concrete media can increase student mathematics learning activities and outcomes. Abstrak. Penelitian ini bertujuan untuk meningkatkan aktivitas dan hasil belajar matematika siswa dalam menghitung volume kubus dengan menggunakan model Realistic Mathematics Education (RME) berbantuan media konkret. Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK). Subjek penelitian ini adalah siswa kelas V SDS Muhammadiyah Pahandut Palangka Raya yang berjumlah 19 orang. Teknik pengambilan sampel yang digunakan adalah sampling jenuh. Teknik pengumpulan data menggunakan observasi dan tes. Hasil utama penelitian ini menunjukan bahwa Aktivitas belajar siswa pada saat pembelajaran Matematika materi menghitung volume kubus dengan menggunakan model Realistic Mathematics Education (RME) berbantuan media konkret di kelas V SDS Muhammadiyah Pahandut Palangka Raya menunjukkan hasil tes akhir siklus 1 dengan 73,68% dan hasil tes akhir pada siklus 2 menjadi 100% dan berada pada kriteria sangat baik. Terbukti bahwa dengan menggunakan model Realistic Mathematics Education (RME) berbantuan media konkrit dapat meningkatkan aktivitas dan hasil belajar matematika siswa.

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IMPROVEMENT OF LEARNING OUTCOMES IN RESULT USING REALISTIC MATHEMATIC EDUCATION APPROACH IN BASIC SCHOOL

Unes Journal of Education Scienties ◽

10.31933/ujes.2.2.157-165.2018 ◽

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

Infinity Journal ◽

10.22460/infinity.v8i1.p21-30 ◽

2019 ◽

Vol 8 (1) ◽

pp. 21 ◽

Cited By ~ 3

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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The Application of Probing Prompting Learning (PPL) Model with Realistic Mathematics Education (RME) Approach to Increase Understanding of Student Mathematics Concepts

Jurnal Axioma : Jurnal Matematika dan Pembelajaran ◽

10.36835/axi.v4i1.342 ◽

2019 ◽

Vol 4 (1) ◽

pp. 33-43

Author(s):

Andrik Habibi ◽

Tri Novita Irawati

Keyword(s):

Data Analysis ◽

Mathematics Education ◽

Learning Outcomes ◽

Test Methods ◽

Realistic Mathematics Education ◽

Mathematical Concepts ◽

Is Research ◽

Realistic Mathematics ◽

Mathematic Education ◽

Realistic Mathematic

Understanding of mathematical concepts is the ability of students to understand facts related to mathematics which can be expressed again in easily understood languages. The problem examined in this study is research on improving mathematical understanding of integer operations through the application of Probing Prompting Learning (PPL) with Realistic Mathematic Education (RME) approach. The method used is observation, documentation, interviews, and test methods, while the data analysis uses the percentage formula of the results of observations and the percentage of completeness of learning outcomes formula. Keyword: probing prompting learning, realistic mathematic education

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The Use of Realistic Mathematics Education (RME) to Help Indonesian 5th-Grade Students to Learn Multiplication and Division

Southeast Asian Mathematics Education Journal ◽

10.46517/seamej.v10i1.98 ◽

2020 ◽

Vol 10 (1) ◽

pp. 41-53

Author(s):

Nanang Setiadi

Keyword(s):

Mathematics Education ◽

Learning Process ◽

Mathematics Teaching ◽

Realistic Mathematics Education ◽

Realistic Mathematics ◽

Alternative Approach ◽

Mathematical Problems ◽

Teaching Learning ◽

Mastery Criteria ◽

5Th Grade

Abstract This paper discusses the use of Realistic Mathematics Education (RME) as an alternative approach to enhance Indonesian 5th-grade students’ ability in multiplication and division. It presents the analysis of Indonesian 5th-grade students’ difficulties in applying stacking method for multiplication and division. Furthermore, it describes a mathematics teaching learning practice to stimulate students constructing their strategies, mathematical models and number sense in solving mathematical problems that involve multiplication and division. The teaching learning practice aims to apply RME for helping students develop their multiplication and division ability.Findings shows that stacking methods for multiplication and division are difficult for the students. The main students’ problem in multiplication and division stacking methods is in reapplying the steps of the methods. The steps taken to improve the learning process by implementing RME are: (1) analyze in detail the difficulties of students in multiplication and division stacking methods, (2) provide contexts of mathematical problems that can stimulate students to think mathematically, (3) hold a class mathematics congress, and (4) conduct a test to measure students’ achievement. Based on the students’ achievement, there has been several improvements. After RME, there were more students whose grades passed the Minimum Mastery Criteria. Moreover, there was a student who got 100. Then, the average test was higher. Meanwhile, there were only 3 children whose grades were 0. Thus, the application of RME has helped the 5th-grade students to improve their ability in multiplication and division.

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PENGARUH PENDIDIKAN MATEMATIKA REALISTIK INDONESIA (PMRI) TERHADAP PEMAHAMAN KONSEP DAN BERPIKIR LOGIS SISWA

Jurnal Prima Edukasia ◽

10.21831/jpe.v2i2.2718 ◽

2014 ◽

Vol 2 (2) ◽

pp. 183 ◽

Cited By ~ 1

Author(s):

Nur Sri Widyastuti ◽

Pratiwi Pujiastuti

Keyword(s):

Mathematics Education ◽

Direct Instruction ◽

Mathematics Learning ◽

Positive Influence ◽

Realistic Mathematics Education ◽

Logical Thinking ◽

Realistic Mathematics ◽

The Subject ◽

Group 2 ◽

Positive Effect

Penelitian ini bertujuan untuk (1) mengetahui pengaruh penggunaan Pendidikan Matematika Realistik Indonesia (PMRI) dan Direct Instruction (DI) dalam pembelajaran matematika materi jarak dan kecepatan terhadap: pemahaman konsep dan berpikir logis Siswa, (2) mengetahui pengaruh positif pembelajaran matematika dengan PMRI terhadap pemahaman konsep siswa, dan (3) mendeskripsikan pengaruh positif pembelajaran matematika dengan PMRI terhadap berpikir logis. Populasi penelitian adalah siswa kelas V segugus II Kecamatan Umbulharjo dengan sampel 3 sekolah dengan subjek penelitian 91 siswa. Instrumen yang digunakan adalah tes pemahaman konsep dan berpikir logis awal maupun akhir. Analisis data yang digunakan adalah uji multivariat of covariance (MANCOVA), kemudian dilanjutkan dengan independent sample t-test dengan taraf signifikansi 0,05. Hasil penelitian ini menunjukkan bahwa: (1) terdapat pengaruh yang signifikan antara pembelajaran matematika dengan PMRI dan DI dalam pembelajaran matematika materi jarak dan kecepatan terhadap pemaham-an konsep dan berpikir logis siswa, (2) terdapat pengaruh positif pembelajaran matematika dengan PMRI terhadap pemahaman konsep siswa daripada Direct Instruction (DI), dan (3) terdapat pengaruh positif pembelajaran matematika dengan PMRI terhadap berpikir logis siswa daripada Direct Instruction (DI) bagi siswa kelas V Sekolah Dasar segugus II Kecamatan Umbulharjo Kota Yogyakarta. ______________________________________________________________________________________________________________________________________________________________________________________________________ THE EFFECTS OF REALISTIC MATHEMATICS EDUCATION INDONESIA (PMRI) ON UNDERSTANDING CONCEPTS AND LOGICAL THINKING STUDENTS ABSTRACT This research aimed to (1) know the effect of the use of Realistic Mathematics Education in Indonesia (PMRI) and Direct Instruction (DI) on the subject of distance and speed of the: Understanding the concept and Logical Thinking students, (2) know the positive influence effect of the use of Realistic Mathematics Education in Indonesia (PMRI) of the Understanding the concept, and (3) describe the positive influence effect of the use of Realistic Mathematics Education in Indonesia (PMRI) of the logical thingking students. The population of the study was students in the V class group 2 District of Umbulharjo with sampling selected three classes using with 91 subject students. Class experiments were treated using PMRI learning and classroom learning control with Direct Instruction (DI). Data collection techniques used are testing techniques to determine the ability of Understanding Concepts and Logical Thinking students on the subject of distance and speed after treatment. The data analysis technique used is the multivariate test of covariance (MANCOVA), followed by independent sample t-test with a significance level of 0.05. The results of this study indicate that (1) there are significant differences in the learning of mathematics with PMRI and DI in mathematics learning material to distance and speed of the: understanding of the concept and logical thinking students, (2) Learning math using PMRI gives more positive effect on the understanding concepts of students rather than using Direct Instruction, and (3) Learning math using PMRI gives more positive effect on the logical thinking of students rather than using Direct Instruction for Fifth Grade Group 2 Elementary School Umbulharjo District of Yogyakarta. Keywords: mathematics learning, PMRI, direct instruction, understanding concepts, logical thinking

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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

AR-RIAYAH Jurnal Pendidikan Dasar ◽

10.29240/jpd.v5i1.2681 ◽

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%.

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