scholarly journals The Comparison of Think Talk Write and Think Pair Share Model with Realistic Mathematics Education Approach Viewed from Mathematical-Logical Intelligence

2017 ◽  
Vol 2 (1) ◽  
pp. 181 ◽  
Author(s):  
Himmatul Afthina ◽  
Mardiyana Mardiyana ◽  
Ikrar Pramudya
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Mathematics Achievement ◽  
Experimental Research ◽  
Junior High School ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Share Model ◽  
Quasi Experimental ◽  
Academic Year

<p class="Abstract">The aims of this research to determine the effect of Think Talk Write (TTW) and Think Pair Share (TPS) model with Realistic Mathematics Education (RME) approach viewed from mathematical-logical intelligence. This research employed the quasi experimental research. The population of research was all students of the eight graders of junior high school in Karangamyar Regency in academic year 2016/2017. The result of this research shows that (1) TTW with RME approach gave better mathematics achievement than TPS with RME approach, (2) Students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one, (3) In TTW model with RME approach, students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average and low mathematical-logical intelligence gave same mathematics achievement, and  in TPS model with RME approach students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one (4) In each category of  mathematical-logical intelligence, TTW with RME approach and TPS with RME approach gave same mathematics achievement.</p>

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 PEMBELAJARAN RME (REALISTIC MATEMATICS EDUCATION) TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIK PADA SISWA SMP

2019 ◽  
Vol 2 (1) ◽  
pp. 41
Author(s):  
Wahyu Hidayat ◽  
Koentri Jayanti ◽  
Ilfa Febriana Nurismadanti ◽  
Muhammad Zulfikar Ikhsanuddin Akbar ◽  
Kholifia Ayuning Pertiwi ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Education ◽  
Junior High School ◽  
Creative Thinking ◽  
Junior High ◽  
P Value ◽  
Realistic Mathematics Education ◽  
Mathematical Education ◽  
Realistic Mathematics

This research aims to look at the difference in the ability of mathematical creative thinking in students, through Realistic Mathematical Education learning or RME and through conventional learning. The research design used was an experiment, namely in the form of a test of the ability of creative thinking. The population in this study of Junior High School students throughout the country, namely in West Bandung Regency. Sample research VIII grade i.e. in one of the Junior High School in West Bandung chosen at random and selected class A (grade experiment) that uses learning Realistic Mathematics Education (RME) and class B (grade control) that uses regular or conventional learning. The research results showed that the p-value of 0.000 < critical limits. Thus, the ability of mathematical creative thinking of the students who got the learning with Realistic Mathematics Education better than the students who got conventional learning.

scholarly journals Pembelajaran keliling lingkaran menggunakan konteks gelas

2017 ◽  
Vol 4 (2) ◽  
pp. 128
Author(s):  
Nurdiansyah Nurdiansyah ◽  
Rully Charitas Indra Prahmana
Keyword(s):  
Mathematics Education ◽  
Junior High School ◽  
Video Recording ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Analysis Technique ◽  
Learning Mathematics ◽  
Interview Guide ◽  
Academic Year

Penelitian ini bertujuan untuk mengetahui peran konteks gelas dalam mendukung pembelajaran konsep keliling lingkaran dan mengetahui respon peserta didik terhadap pembelajaran matematika menggunakan pendekatan Realistic Mathematics Education (RME). Penelitian ini dilaksanakan di Sekolah Menengah Pertama (SMP) Surya Bangsa, Tangerang. Subjek penelitian ini adalah peserta didik kelas VIII.A Tahun Ajaran 2015/2016 semester II dengan jumlah peserta didik sebanyak 13 orang. Instrumen penelitian yang digunakan dalam penelitian ini terdiri atas Lembar Aktivitas Peserta Didik (LAPD), Soal Evaluasi, Lembar Observasi Guru, Panduan Wawancara dan Angket Respon Peserta Didik. Teknik pengumpulan data pada penelitian ini meliputi rekaman video, pengisian dokumen penelitian, observasi dan wawancara. Analisis data dilakukan menggunakan model Miles & Huberman (1994) yang terdiri atas reduksi data, penyajian data, penyimpulan dan verifikasi. Pembelajaran dalam penelitian ini menggunakan konteks gelas berdasarkan karakteristik pendekatan RME. Hasil dari penelitian ini menunjukkan bahwa konteks gelas berperan penting dalam mendukung pembelajaran konsep keliling lingkaran. Selain itu, peserta didik memiliki respon yang positif terhadap pembelajaran matematika yang diberikan menggunakan pendekatan RME. Learning Circumference using the Context of Glass AbstractThis research aims to find out the role of glass as a context in supporting the concepts of the circumference of the circle and to know the response of learners in learning mathematics using Realistic Mathematics Education (RME) approach. This research conducted at Surya Bangsa Junior High School, Tangerang. The subjects of this study are students of class VIII.A in the academic year 2015/2016 semester II with the number of learners as many as 13 people. The research instruments used in this study consist of Student Activity Sheet (SAS), Evaluation Test, Observation Sheet, Interview Guide, and Questionnaire. Data collection techniques in this study include video recording, completion of research documents, observation, and interviews. Data analysis technique using Miles & Huberman (1994) model consisting of reduction data, presenting data, conclusion and verification. The learning in this study uses the context of glass based on the characteristics of the RME approach. The results of this study indicate that the context of glass plays a significant role in supporting learning the concept of the circumference of the circle. Also, learners have a positive response in learning mathematics provided using the RME approach.

scholarly journals Keefektifan pembelajaran matematika realistik ditinjau dari kemampuan pemodelan matematika dan prestasi belajar

2020 ◽  
Vol 15 (1) ◽  
pp. 100-110
Author(s):  
Eki Rahmad ◽  
Ariyadi Wijaya
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Junior High School ◽  
Control Group ◽  
Realistic Mathematics Education ◽  
Control Group Design ◽  
Learning Achievement ◽  
Group Design ◽  
Realistic Mathematics ◽  
Modelling Competence

Tujuan penelitian ini adalah untuk menguji perbedaan keefektifan antara pembelajaran mate­matika realistik dan pembelajaran ekspositori ditinjau dari kemampuan pemodelan matematika dan prestasi belajar siswa SMP. Penelitian ini adalah penelitian quasi-experiment menggunakan pretest-posttest nonequivalent control group design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 15 Yogyakarta yang terdiri atas 10 kelas dan dipilih secara acak dua kelas yaitu siswa kelas VIII C (kelas eksperimen, n = 33) dan siswa kelas VIII F (kelas kontrol, n = 33) sebagai sampel penelitian. Instrumen yang digunakan dalam penelitian ini adalah tes uraian untuk mengukur kemampuan pemodelan matematika dan tes pilihan ganda untuk mengukur prestasi belajar siswa. Uji statistik menggunakan analisis multivariat Hotelling’s Trace pada taraf signifikansi 5% dilakukan untuk menguji hipotesis penelitian. Hasil penelitian menunjukkan bah­wa pembelajaran matematika realistik lebih baik dari pembelajaran ekspositori ditinjau dari kemampuan pemodelan matematika dan prestasi belajar siswa.Effectivity of realistic mathematics education viewed from mathematics modelling competence and learning achievementAbstractThe purpose of this study was to examine the difference in effectiveness between realistic mathematics education and expository learning viewed from mathematical modelling compe­tence and achievement of junior high school students. This study was quasi-experiment research with the pretest-posttest nonequivalent control group design. This study's population was the 8th-grade students of SMP Negeri 15 (junior high school) in Yogyakarta, Indonesia, consisting of ten classes. The sample in this study was the students of class VIII C (experiment group, n = 33) and VIII F (control group, n = 33) selected randomly. In this study, the instruments used were essay questions to measure mathematics modelling competence and multiple-choice questions to measure learning achievement. Statistical test using the Manova with the Hotelling's Trace test at a significance level of 5% was conducted to examine the hypothesis. The results showed that realistic mathematics education was better than expository learning viewed from students' ma­thematics modelling competence and learning achievement.

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