Perbandingan Hasil Belajar Matematika Ditinjau dari Motivasi Belajar Dengan Pendekatan Realistic Mathematics Education dan Contextual Teaching Learning

2021 ◽  
Vol 5 (2) ◽  
pp. 397
Author(s):  
Suparti Suparti ◽  
Retno Winarni ◽  
Tri Dyah Prastiti
Keyword(s):  
Mathematics Education ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Contextual Teaching ◽  
Teaching Learning

Pengaruh Model Pembelajaran Contextual Teaching Learning Dan Realistic Mathematics Education Terhadap Kemampuan Pemahaman Konsep Matematika Dan Kemampuan Komunikasi Matematis Di Kelas VIII SMP IT Ibnu Halim Medan Tahun Pelajaran 2020/2021

2021 ◽  
pp. 12-20
Author(s):  
Irgi Anggi Vahlevi Silaen, Mustika Adriana, Rizki Rahayu
Keyword(s):  
Mathematics Education ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Contextual Teaching ◽  
Teaching Learning

Penelitian ini bertujuan untuk mengetahui kemampuan pemahaman konsep dan kemampuan komunikasi matematis siswa yang diajar dengan model pembelajaran Contextual Teaching Learning lebih baik daripada siswa yang diajar dengan model pembelajaran Realistic Mathematics Education kelas VIII SMP IT Ibnu  Halim Medan Tahun Pelajaran 2020/2021. Penelitian ini adalah penelitian kuantitatif dengan jenis penelitian quasi eksperimen. Populasinya adalah seluruh siswa kelas VIII SMP IT Ibnu  Halim Medan Tahun Pelajaran 2020/2021 yang terdiri dari 2 kelas dan berjumlah 70 siswa, yang juga dijadikan sampel pada penelitian ini. Instrumen tes yang digunakan untuk mengetahui kemampuan pemahaman konsep dan kemampuan komunikasi matematis siswa adalah dengan menggunakan tes berbentuk uraian. Analisis data dilakukan dengan ANACOVA, hasil analisis menunjukkan bahwa: 1) Kemampuan pemahaman konsep  matematika siswa yang diajarkan dengan model pembelajaran Contextual Teaching Learning lebih baik daripada siswa yang diajarkan dengan model pembelajaran Realistic Mathematics Education. 2) Kemampuan komunikasi matematis siswa yang diajarkan dengan Model pembelajaran Contextual Teaching Learning lebih baik daripada model pembelajaran Realistic Mathematics Education. 3) Kemampuan pemahaman konsep dan kemampuan komunikasi matematis siswa yang diajar dengan model pembelajaran Contextual Teaching Learning lebih baik daripada siswa yang diajar dengan model pembelajaran Realistic Mathematics Education. 4) Tidak terdapat interaksi antara model pembelajaran terhadap kemampuan pemahaman konsep dan kemampuan komunikasi matematis siswa di kelas  VIII SMP IT Ibnu Halim Medan.

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

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.         

scholarly journals Matematika Nusantara: Pengajaran Matematika Berbasis Budaya Indonesia

2018 ◽  
Vol 2 (1) ◽  
pp. 13
Author(s):  
Hery Sutarto
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Learning Material ◽  
Learning Models ◽  
Student Background ◽  
Realistic Mathematics ◽  
Contextual Teaching ◽  
High Flexibility

Berbagai model pengajaran masuk ke Indonesia dengan berbagai karakteristik yang belum tentu cocok dengan kondisi Indonesia. Ketidakcocokan tersebut dapat ditinjau dari berbagai faktor, mulai dari latar belakang siswa, budaya, kondisi geografis, guru, kurikulum dan sebagainya ketika dibandingkan dengan negara asalnya, yakni Belanda dengan Realistic Mathematics Education (RME) dan Amerika untuk Contextual Teaching and Laerning (CTL). Indonesia dengan segala keberagamannya termasuk kekayaan budayanya merupkan potensi yang tak ternilai untuk dieksplorasi menjadi sumber pengajaran matematika dengan penciri yang khas. Artikel ini memberikan gambaran awal dalam menciptakan suatu model pembelajaran matematika berbasis budaya yang ada di nusantara dengan nama Matematika Nusantara. Uji coba model ini telah dilaksanakan pada pelatihan untuk guru-guru matematika di kabupaten Serang-Banten. Respon yang positif dan optimis dari peserta menjadikan model Matematika Nusantara mantap dapat diimplementasikan di Indonesia dengan fleksibilitas yang tinggi sesuai dengan karakteristik budaya di masing-masing daerah. Kata kunci: matematika nusantara; matematika berbasis budaya     ABSTRACT   Various learning models came to Indonesia with various characteristics that may not necessarily match with the conditions of Indonesia. That incompatibility can be observed from many factors, such as student background, culture, geographical conditions, teachers, curriculum, and so on, when they are compared to their origin country, Netherlands for the Realistic Mathematics Education (RME) and America for the Contextual Teaching and Learning (CTL). Indonesia with all its cultural diversity is the most valuable potential to be explored as an unique mathematical learning material. This article provides the first description in creating an Indonesian cultural-based mathematics learning model named Matematika Nusantara. This model has been tested and implemented in mathematics teacher training in Kabupaten Serang, Banten. The positive and optimistic response from the participants shows that Matematika Nusantara model can be steady implemented in Indonesia with high flexibility for any curtural characteristics in each region. Keywords: matematika nusantara, curtural-based mathematics

scholarly journals Menggagas Paradigma Baru Pendidikan Matematika Kontemporer

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Mailizar Mailizar
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Realistic Mathematics Education ◽  
New Paradigm ◽  
Policy Makers ◽  
New Approaches ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
Contextual Teaching

<p>Mathematics education in our country is currently experiencing a paradigm <br />shift. There was a strong anxiety and awareness, especially among policy makers, to renew mathematics education. The aim is that the learning of mathematics more meaningful for students and can provide adequate supplies of competence both to further study or for entering the workforce. This paper describes the new paradigm. The outline will be elaborated on some new approaches in learning mathematics, such as kontruktivis, contextual (contextual teaching and learning or CTL), and in particular will be described on realistic mathematics education approach (MEA). <br /><br /></p>

scholarly journals Pengaruh Pendekatan Pembelajaran Realistic Mathematics Education dan Contextual Teaching Learning terhadap Pemahaman Konsep dan Komunikasi Matematis

2020 ◽  
Vol 7 (02) ◽  
pp. 239-252
Author(s):  
Mara Samin Lubis
Keyword(s):  
Data Analysis ◽  
Mathematics Education ◽  
Realistic Mathematics Education ◽  
Learning Approach ◽  
Mathematical Communication ◽  
Mathematical Concepts ◽  
Realistic Mathematics ◽  
Quasi Experimental ◽  
Level Of Understanding ◽  
Teaching Learning

This research was conducted to see the extent of students' understanding of concepts and mathematical communication after being treated with learning using the RME and CTL approaches. The approach used in this research is quantitative with a type of quasi-experimental research. The population as well as the sample in this study were 2 classes with a total of 70 XI MAS PAB 2 Medan Estate students. Next to find out the understanding of concepts and mathematical communication students are given a description test. To process the data obtained using ANACOVA; The results of the data analysis test concluded: the level of understanding of the concepts of students who were treated with the RME approach was lower in influence than students who were treated with the CTL approach. The mathematical communication of students who were treated with the RME approach was less influential than students who were treated with the CTL approach. The level of understanding of mathematical concepts and communication of students who were treated with the RME learning approach was lower in influence than students who were treated with the CTL learning approach. Data analysis concluded that there was an interaction effect of applying the learning approach to students' understanding of concepts and mathematical communication.

scholarly journals Realistic Mathematics & Vygotsky’s Theories in Mathematics Education

2020 ◽  
Vol 9 (1) ◽  
pp. 104-108
Author(s):  
Kaushik Das
Keyword(s):  
Mathematics Education ◽  
Learning Theories ◽  
Modern World ◽  
Realistic Mathematics Education ◽  
Cultural Perspective ◽  
Domain Specific ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
Instruction Theory ◽  
Teaching Learning

Mathematics education is not mathematics, it makes a basic use of highly specialized kinds of mathematical knowledge. The modern world feels a crisis of proper mathematics education in any nation. Realistic Mathematics Education is a domain-specific instruction theory for mathematics. This paper introduces realistic mathematics education (RME) and Vygotskian impacts on mathematics education for learning mathematics. This article describes the development of teaching-learning mathematics & learning theories from a socio-cultural perspective. The methodology of the study is based on qualitative type.

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

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).

scholarly journals Pengaruh Contextual Teaching and Learning Tipe Card Match dan Realistic Mathematics Education Terhadap Kemampuan Komunikasi Matematika

2018 ◽  
Vol 4 (1) ◽  
pp. 31-42
Author(s):  
Yoga Juliansyah
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Contextual Teaching ◽  
Mathematic Education ◽  
Realistic Mathematic

Penelitian ini bertujuan untuk mengetahui ada atau tidaknya perbedaan Contextual Teaching and Learning (CTL) Tipe Card Match dan Realistic Mathematic Education (RME) terhadap kemampuan komunikasi matematika siswa sekolah dasar. Metode penelitian ini menggunakan metode ekperimen semu dengan desain penelitian posttest-only design. Sampel yang digunakan sebanyak 64 siswa kelas IV SDN Batu Ampar 02 Pagi Jakarta Timur. Instrumen penelitian berupa tes kemampuan komunikasi matematika siswa yang berbentuk essai sebanyak 7 soal dengan nilai skor maksimal 4 dan terendah 0, yang sebelumnya telah dilakukan uji validitas dan uji reliabilitas. Hasil penelitian ini menunjukkan nilai rata-rata kemampuan komunikasi matematika kelas Eksperimen I menggunakan CTL tipe Card Match sebesar 19,3 lebih tinggi dibandingkan dengan kelas Eksperimen II menggunakan RME sebesar 18. Berdasarkan hasil uji hipotesis dapat disimpulkan bahwa terdapat perbedaan model pembelajaran CTL Tipe Card Match dengan model pembelajaran Realistic Mathematic Education terhadap Kemampuan Komunikasi Matematika peserta didik SDN Batu Ampar 02 Pagi Jakarta Timur.

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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