LEARNING APPROACH, ASSESSMENT MODEL, AND EARLY NUMERICAL ABILITY ON MATHEMATICS ACHIEVEMENT

Using the real things and engaging the envoiroment in mathematics learning will assist the learners in understanding the concept greatly. The support of learning approaches and assessment model will give a positive impact on learning outcomes of students. Through the experimental research with 2 x 2 design found the results that learning apprroaches and assessment models are dependent each other in affecting the student’s mathematics outcomes. Realistic Mathematics Education (RME) approach is more appropriate to use performance assessment model because it can provide a better impact on mathematics learning outcomes after controlling the early numerical ability of students. While the thematic approach is more appropriate to use the paper tests in mathematics learning.

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Penerapan Pembelajaran Matematika Realistik Untuk Meningkatkan Kemampuan Pemahaman Matematis Siswa Pada Materi Bentuk Aljabar di Kelas VII SMP

Cartesius : Jurnal Pendidikan Matematika ◽

10.54367/cartesius.v1i1.472 ◽

2018 ◽

pp. 25-35

Author(s):

Nurvitri Sinaga

Keyword(s):

High School ◽

Junior High School ◽

Junior High ◽

Mathematics Learning ◽

Mathematical Understanding ◽

Learning Approach ◽

Learning Approaches ◽

Research Subjects ◽

Realistic Mathematics ◽

Before And After

This study aims to determine the level of mathematical understanding ability of students before and after the application of realistic mathematics learning and to describe the application of the Realistic Mathematics Learning approach at Nempu Hilir State Middle School 3 in the algebraic material form. This type of research is Classroom Action Research. The research subjects were seventh grade students of State Junior High School 3 Siempat, Nempu Hilir 2017/2018 Academic Year, amounting to 30 people. The results of this study indicate that the level of mathematical understanding of students in class VII-C State Junior High School 3 Siempat Nempu Hilir before and after the application of Realistic Mathematics Learning increased. The application of realistic mathematical learning approaches is applied in several steps, namely first, providing contextual problems. Second, explain contextual problems. Third, resolve contextual problems. Fourth, discuss answers. Fifth, conclude. The implementation of a realistic mathematics learning approach in the State Junior High School 3 Siempat of Nempu Hilir in the algebraic form material has been classified as good.

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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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Peningkatan Kemampuan Komunikasi dan Self-Efficacy Matematis Siswa melalui Pendekatan Pembelajaran Matematika Realistik

Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika ◽

10.36312/e-saintika.v4i2.207 ◽

2020 ◽

Vol 4 (2) ◽

pp. 151

Author(s):

Sakinah Ubudiyah Siregar ◽

Amin Harahap ◽

Sri Milfayetti ◽

Ibnu Hajar

Keyword(s):

Communication Skills ◽

Self Efficacy ◽

Quantitative Research ◽

Mathematics Learning ◽

Research Approach ◽

Learning Approach ◽

Learning Approaches ◽

Mathematical Communication ◽

Realistic Mathematics ◽

Better Than

Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan komunikasi dan self-efficacy matematis siswa melalui pendekatan pembelajaran matematika realistik (PMR). Penelitian ini menggunakan pendekatan penelitian kuantitatif dengan metode eksperimen semu. Sampel yang digunakan pada penelitian masing-massing yaitu 30 siswa (kelas eksperimen) dan 30 siswa (kelas kontrol) sekolah dasar di beberapa sekolah sekitar kota Rantauprapat. Hasil penelitian ini menunjukkan bahwa (1) peningkatan kemampuan komunikasi matematis siswa yang diberi pendekatan realistik lebih tinggi daripada siswa yang diberi pembelajaran konvensional, (2) adanya interaksi antara pendekatan pembelajaran dengan kemampuan awal siswa terhadap peningkatan kemampuan komunikasi matematis dan self-efficacy matematis, dan (3) proses penyelesaian komunikasi matematis siswa yang menggunakan pendekatan pembelajaran matematika realistik lebih baik dari pendekatan konvensional. Berdasarkan hasil penelitian dapat disimpulkan bahwa PMR lebih baik dari pendekatan matematika konvensional dalam meningkatkan kemampuan komunikasi dan self-efficacy matematis siswa.Improvement of Students’ Mathematical Communication Skills and Self-Efficacy through the Realistic Mathematics Learning ApproachAbstractThis study aims to determine the improvement of students' mathematical communication skills and self-efficacy through a realistic mathematics learning approach (PMR). This research uses a quantitative research approach with quasi-experimental methods. The samples used in each research were 30 students (experimental class) and 30 students (control class) in elementary schools in several schools around the city of Rantauprapat. The results of this study indicate that (1) an increase in mathematical communication skills of students who are given a realistic approach is higher than students who are given conventional learning, (2) there is an interaction between learning approaches with students' initial ability to improve mathematical communication skills and mathematical self-efficacy, and (3) the process of solving students' mathematical communication using a realistic mathematics learning approach is better than the conventional approach. Based on the results of the study it can be concluded that PMR is better than conventional mathematical approaches in improving students' mathematical communication skills and self-efficacy.

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PENGARUH PENGUNAAN MEDIA MANIK-MANIK DALAM TATANAN PENDEKATAN MATEMATIKA REALISTIK TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS II SDN 034 TARAI BANGUN KECAMATAN TAMBANG KABUPATEN KAMPAR

Primary: Jurnal Pendidikan Guru Sekolah Dasar ◽

10.33578/jpfkip.v3i1.2113 ◽

2014 ◽

Vol 3 (1) ◽

pp. 48

Author(s):

Jesi Alexander Alim ◽

Jalinus ' ◽

Purnama Sari

Keyword(s):

Learning Outcomes ◽

Mathematics Learning ◽

T Test ◽

Realistic Mathematics Education ◽

Pretest Score ◽

Real Activity ◽

Realistic Mathematics ◽

Class Average ◽

Grade Ii ◽

And Control

Mathematics learning proses which was done by teachers in grade II SDN 034 Tarai Bangundid not use interesting methods that made students pasif because the teacher just explainedtheory without inviting students to find the mathematics concepts and real activity. Thisresearch aims to know whether using beads media on Realistic Mathematics Educationapproach can improve students’ mathematics learning outcomes at II.A of SDN 034 TaraiBangun in 2013/2014 with 26 students. From data analysis of pretest and posttest, thelearning outcomes increased from both classes (experiment and control). In experiment classaverage pretest score increased from 60,95 to 75,42 with improvement percentage 23%.Meanwhile in control class average pretest score increased 55,16 to 58,06 with improvementpercentage 5%. From the explanation above it shows that using beads media on RealisticMathematics Education approach can improve students’ mathematics learning outcomes atII.A of SDN 034 Tarai Bangun. T-test is used to know whether or not significantly differentbetween both classes with t-test and 60 degree of freedom. t count was bigger than absolute t tablethen Ho was rejected, or H1 was accepted. As a conclusion there is a significantly different ofstudents’ outcomes between experiement and control class.Key Words: Beads media, Realistic Mathematics Education approach

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Effect of Realistic Mathematical Approaches against Results Learning Mathematics and Student Learning Motivation SDN 102119 Nagaraja Serdang Bedagai

Britain International of Linguistics Arts and Education (BIoLAE) Journal ◽

10.33258/biolae.v2i2.268 ◽

2020 ◽

Vol 2 (2) ◽

pp. 567-575

Author(s):

Maria Melfa Simanjuntak ◽

Hasratuddin ◽

Zulkifli Matondang

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Student Motivation ◽

Mathematics Learning ◽

Fourth Grade ◽

Student Learning Outcomes ◽

Learning Motivation ◽

Learning Approach ◽

Realistic Mathematics ◽

Fourth Grade Students

Mathematics learning outcomes obtained by students at least describe the achievement of learning objectives to be achieved. But the learning outcomes of students at SD Negeri 102119 Nagaraja are still relatively low with a low level of student motivation so that it influences the teaching and learning process. With one alternative that can help using the Realistic Mathematical Approach (PMR) can improve student learning outcomes and motivation to learn mathematics. Therefore, this study aims to examine the Effect of Realistic Mathematical Approaches on Learning Outcomes of Mathematics; Effect of Realistic Mathematical Approaches on Student Learning Motivation; and Great influence of learning approaches on student learning outcomes in mathematics and student motivation. This research is a quasi-experimental research. The population in this study were all fourth grade students of SD Negeri 102119 Nagaraja Serdang Bedagai, totaling 54 students. The instrument used consisted of a test of learning outcomes and a motivation questionnaire. Data were analyzed with the Simple Regression Analysis Test. Based on the results of the analysis the results of the study are obtained that the Realistic Mathematics Approach gives an effect on the mathematics learning outcomes of fourth grade students of SD Negeri 102119 Nagaraja Serdang Bedagai because the value of Sig. equal to 0,00 <0,05 with t count 7,158> t table 2,064; The Realistic Mathematics Approach does not have an effect on student motivation because the value of Sig. of 0.84> 0.05 with t count 0.193 <t table 2.064; and The magnitude of the effect of the learning approach on mathematics learning outcomes 68.1% and the effect of the learning approach on learning motivation 0.2% while the remaining 31.7% is influenced by factors other than the learning approach.

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PENGARUH PENDEKATAN PEMBELAJARAN DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR MATEMATIKA SISWA DI SMP NEGERI MEDAN

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v9i1.4895 ◽

2016 ◽

Vol 9 (1) ◽

Author(s):

Zulkarnaen Arafat Simatupang ◽

Mukhtar .

Keyword(s):

Learning Outcomes ◽

Achievement Motivation ◽

Mathematics Learning ◽

Study Data ◽

Learning Approach ◽

Mathematics Students ◽

Low Achievement ◽

Realistic Mathematics ◽

Quasi Experimental ◽

The Difference

Abstrak: Tujuan penelitian ini untuk mengetahui: (1) perbedaan antara hasil belajar matematika siswa yang diajar dengan pendekatan pembelajaran matematika realistik (PMR) dan hasil belajar matematika siswa dengan pendekatan pembelajaran ekspositori; (2) perbedaan hasil belajar matematika yang mempunyai motivasi berprestasi tinggi dengan siswa yang mempunyai motivasi berprestasi rendah; (3) interaksi antara pendekatan pembelajaran dengan motivasi berprestasi terhadap hasil belajar matematika siswa. Metode penelitian menggunakan metode Quasi eksperimen dengan desain penelitian faktorial 2 x 2. Teknik analisis data menggunakan ANAVA dua jalur pada taraf signifika = 0,05. Hasil analisis penelitian menunjukkan bahwa: (1) hasil belajar matematika siswa yang diajar dengan pendekatan pembelajaran matematika realistik (PMR) lebih tinggi dari pada hasil belajar matematika siswa yang diajar dengan pendekatan pembelajaran ekspositori terdapat perbedaan yang signifikan antara hasil belajar matematika siswa yang mempunyai motivasi berprestasi tinggi dengan siswa yang mempunyai motivasi berprestasi rendah, terdapat interaksi antara pendekatan pembelajaran dan motivasi berprestasi terhadap hasil belajar matematika siswa. Kata Kunci: pendekatan pembelajaran, motivasi berprestasi terhadap hasil belajar matematika Abstract: The purpose of this study to determine: (1) the difference between the results of students' mathematics learning taught by realistic mathematics learning approach (PMR) and mathematics learning outcomes of students with expository approach; (2) differences in mathematics learning outcomes that have high achievement motivation in students with low achievement motivation; (3) the interaction between learning approach to achievement motivation on students' mathematics learning outcomes. The research method using Quasi experimental design with 2 x 2 factorial study data were analyzed using ANOVA two paths at the level signifika = 0.05. Results of the analysis showed that: (1) the results of students' mathematics learning taught by learning approach realistic mathematics (PMR) is higher than on learning outcomes for mathematics students who are taught to approach expository there are significant differences between the results of learning mathematics students with achievement motivation high students with low achievement motivation, there is interaction between learning approach and achievement motivation on students' mathematics learning outcomes. Keywords: approach to learning, achievement motivation on learning outcomes mathematics

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Application Of Realistic Mathematics Education Approach With Concrete Materials To Improve Mathematics Learning Outcomes About Solid Figures For The Fifth Grade Students Of SDN Bangkal 01 In The Academic Year Of 2019/2020

Kalam Cendekia: Jurnal Ilmiah Kependidikan ◽

10.20961/jkc.v8i1.39765 ◽

2020 ◽

Vol 8 (1) ◽

Author(s):

Rizky Indah Tri Wahyuni ◽

Ngatman Ngatman ◽

Wahyudi Wahyudi

Keyword(s):

Mathematics Education ◽

Learning Outcomes ◽

Qualitative Data ◽

Mathematics Learning ◽

Fifth Grade ◽

Realistic Mathematics Education ◽

Fifth Grade Students ◽

Realistic Mathematics ◽

Concrete Materials ◽

Academic Year

The purposes of this study are: (1) describing the steps of applying the Realistic Mathematics Education approach with concrete materials, (2) improving mathematics learning outcomes about solid figures, and (3) describing the obstacles and solutions to the application of the Realistic Mathematics Education approach. This collaborative classroom action research was conducted in three cycles and six meetings. The research data are quantitative and qualitative data. Data collection techniques include observation, interviews and tests. The results of the study are: (1) the steps in the application of the Realistic Mathematics Education approach to improve Mathematics learning outcomes about solid figures are: a. understanding contextual problems through concrete materials, b. explaining contextual problems with concrete materials, c. resolving contextual problems with concrete materials, d. comparing, discussing, and answering question with concrete materials, and e. drawing conclusion; (2) the application of the Realistic Matematics Education approach can improve Mathematics learning outcomes about solid figures; (3) the obstacle in this study is students lack understanding to do worksheets, The solution is that the teacher asks the students concern to the instruction in worksheets.

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META ANALISIS: PENGARUH PENERAPAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION TERHADAP HASIL BELAJAR SISWA DI SEKOLAH DASAR

AULADUNA Jurnal Pendidikan Dasar Islam ◽

10.24252/auladuna.v8i1a9.2021 ◽

2021 ◽

Vol 8 (1) ◽

pp. 109

Author(s):

Fitriani Nur ◽

Andi Dian Angriani

Keyword(s):

Elementary School ◽

Mathematics Education ◽

Learning Outcomes ◽

Effect Size ◽

Mathematics Learning ◽

School Level ◽

Google Scholar ◽

Control Group ◽

Realistic Mathematics Education ◽

Realistic Mathematics

AbstrakPenelitian ini bertujuan untuk melakukan analisis terkait penerapan pendekatan Realistic Mathematics Education (RME) terhadap hasil belajar matematika siswa di Sekolah Dasar (SD). Jenis penelitian yang digunakan yaitu meta analisis dengan mengumpulkan data non tes, yakni menelusuri terbitan berkala ilmiah atau jurnal melalui google scholar dan DOAJ. Dari hasil penelusuran diperoleh 25 artikel dari jurnal dengan beberapa kriteria, diantaranya: (1) artikel berkaitan dengan pengaruh RME terhadap hasil belajar siswa, (2) penelitian dilakukan dalam kurung waktu 2013-2020, (3) penelitian dilaksanakan jenjang sekolah dasar, (4) penelitian dilakukan di Indonesia, (5) jenis penelitian yang digunakan adalah penelitian eksperimen yang melibatkan dua kelompok, yaitu kelompok eksperimen dan kelompok control, (6) kelas kontrol menggunakan model pembelajaran konvensional, dan (7) data yang dibutuhkan untuk menentukan effect size lengkap pada artikel. Analisis data menggunakan teknik statistik deskriptif dan statistik inferensial. Hasil penelitian ini menemukan bahwa pendekatan RME efektif digunakan ditinjau dari hasil belajar matematika siswa. Implikasi dari hasil temuan ini memberikan gambaran bahwa pendekatan Realistic Mathematics Education (RME) memiliki kekuatan yang besar dalam meningkatkan hasil belajar matematika sehingga pendekatan tersebut menjadi pilihan yang tepat dalam proses pembelajaran matematika siswa sekolah dasar.AbstractThis study aimed to analyze the implementation of the Realistic Mathematics Education (RME) approach to students’ mathematics learning outcomes in elementary schools (SD). The research type used was a meta-analysis by collecting non-test data, namely periodical papers or journals through google scholar and DOAJ. The search results obtained 26 articles from journals with several criteria, including: (1) articles related to the effect of RME on students’ learning outcomes, (2) those researches were conducted in 2013-2020 periods, (3) those researches were carried out in elementary school level; (4) those researches were conducted in Indonesia, (5) the method used was experimental research involving two groups, namely experimental group and control group, (6) the control group used a conventional learning model, and (7) data were needed to determine the complete effect size of the articles. The data analysis techniques used in this study were descriptive and inferential statistics. Thus, this study found that the RME approach was effectively used for the students’ mathematics learning outcomes. The implications of this finding indicated that the Realistic Mathematics Education (RME) approach had great power in improving mathematics learning outcomes so that the approach is appropriately used in learning mathematics in elementary school.

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Peningkatan Hasil Belajar Matematika Melalui Pendekatan Matematika Realistik Pada Pokok Bahasan Pecahan Siswa Kelas IV SDN 151 Kadeppe Kabupaten Enrekang

DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar ◽

10.31100/dikdas.v1i1.201 ◽

2018 ◽

Vol 1 (1) ◽

pp. 58

Author(s):

Nurdia Nurdia

Keyword(s):

Learning Outcomes ◽

Learning Process ◽

Mathematics Learning ◽

Classroom Teachers ◽

Learning Approach ◽

Mathematical Approach ◽

Realistic Mathematics ◽

Learning Mathematics ◽

Fourth Grade Students ◽

The Subject

Abstract. This study aims to determine the improvement of mathematics learning outcomes on the subject of fractions through a realistic mathematical approach to fourth grade students of SD Negeri 151 Kadeppe, Enrekang Regency and increase the activeness of students in the learning process through realistic mathematical approaches. The method used is classroom action research with two cycles. The results showed that the results of learning mathematics in the Principles of Fractions of Students in Grade IV of SD Negeri 151 Kadeppe, Enrekang Regency after using a realistic mathematics learning approach had increased. Based on the results of this study the authors recommend to classroom teachers that a realistic mathematical approach can be used as an alternative in implementing mathematics learning in schools and the application of realistic mathematics is needed good planning in order to run effectively.

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PENERAPAN REALISTIC MATHEMATICS EDUCATION (RME) DI SEKOLAH DASAR

Prima Magistra: Jurnal Ilmiah Kependidikan ◽

10.37478/jpm.v1i2.650 ◽

2020 ◽

Vol 1 (2) ◽

pp. 184-190

Author(s):

Dyah Anungrat Herzamzam ◽

Ilmi Noor Rahmad

Keyword(s):

Mathematics Education ◽

Learning Outcomes ◽

Mathematics Learning ◽

Learning Model ◽

Realistic Mathematics Education ◽

Class Iii ◽

Research Subjects ◽

School Year ◽

Realistic Mathematics ◽

Learning Mathematics

The low learning outcomes about mathematics are the background of research problems. The purpose of this study was to improve the mathematics learning outcomes of multiplication material through the Realistic Mathematics Education (RME) learning model for grade III students in the even semester of the 2019/2020 school year. This research method is Classroom Action Research which follows the model of Kemmis and Taggart. This research includes 3 cycles where each cycle includes 4 stages, namely planning, implementing, observing and reflecting. The research time was from January to March 2020 with 30 students as research subjects, while the data were collected through tests, interviews and observations. The research results show that there is a significant increase in mathematics learning outcomes in class III. This is evidenced by the increase in the average result of the math test in each cycle, namely in cycle 1: 64.26 then cycle 2: 70.86 and cycle 3: 78.2. The results of researcher's observations in each cycle also increased, namely in cycle 1 = 2.44; cycle 2 = 2.88; cycle 3 = 3.89. Likewise, the results of student observations also increased, namely in cycle 1 = 2.4; cycle 2 = 3,2; cycle 3 = 4. And the results of the interviews conducted concluded that learning mathematics through the Realistic Mathematics Education (RME) learning model was fun for students. This study concluded that learning mathematics using the Realistic Mathematics Education (RME) learning model can improve student mathematics learning outcomes on multiplication material.

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