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 Upaya Meningkatkan Hasil Belajar Matematika Materi Pecahan Senilai Melalui Model Realistic Mathematics Education Siswa Kelas IV SDN 44 Bengkulu Tengah

Jurnal PGSD ◽  
2021 ◽  
Vol 14 (1) ◽  
pp. 51-61
Author(s):  
Sunyiati Sunyiati
Keyword(s):  
Mathematics Education ◽  
Realistic Mathematics Education ◽  
Student Activity ◽  
Average Value ◽  
Realistic Mathematics ◽  
Analysis Technique ◽  
Learning Mathematics ◽  
Fourth Grade Students ◽  
Data Collection Instrument ◽  
Education Model

This research aims to improve the activities and results of learning mathematics using the  Realistic Mathematics Education model for grade IV students of SDN 44 Bengkulu Tengah. This type of research is a classroom action research conducted in two cycles. The subjects of this study was grade IV students of SDN 44 Bengkulu Tengah. The data collection instrument used the teacher activity observation sheet, student activity and learning results tests. The data analysis technique uses arithmetic mean and the percentage of learning completeness. The results showed: 1) teacher activity in the first cycle obtained an average of 3.20 increased to the second cycle obtained an average of 3.70, 2) student activity in the first cycle obtained an average of 3.30 and in the second cycle obtained an average -average 3.60, 3) Learning result in the first cycle obtained an average of 68.75 with learning completeness 62.5%, increased in the second cycle an average value of 80 with learning completeness 87.5%. The conclusion of this study that the use of the Realistic Mathematics Education model can improve the activity and learning result of fourth grade students of SDN 44 Bengkulu Tengah

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 THE DEVELOPMENT OF STUDENTS’ THINKING USING COLORED CARDS TOWARDS INTERSECTION AND UNION CONCEPT

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Mika Meitriana Manurung ◽  
Hening Windria ◽  
Lukman Fakhmi
Keyword(s):  
Mathematics Education ◽  
Junior High School ◽  
Word Problems ◽  
Design Research ◽  
Venn Diagram ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Crucial Part ◽  
Is Design ◽  
Development Of Students

Intersection and union concepts are crucial part of operation in sets, especially in solving word problems and creating the venn diagram. In fact, not a few students do fallacies in representing sets word problems into a sets operation, so they do mistakes in solving the problems. This study aims to investigate students’ thinking in learning intersection and union concept, specifically by using colored cards. The learning is designed under Realistic Mathematics Education (RME) approach and the principle used is emergent modeling. The method used in this study is design research. The subjects of this study is 25 students of the 7th grade junior high school, in which five of them were the focused group. The main findings in this study are description of students’ thinking while learning union and intersection using colored cards in the class, and any kinds of students’ ‘diagram venn’models. Keywords: design research, intersection, realistic mathematics education, union, venn diagram

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 Realistic Mathematics Education Principles for Designing a Learning Sequence on Number Patterns

Jurnal Kiprah ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 105-112
Author(s):  
Al Jupri ◽  
Dian Usdiyana ◽  
Ririn Sispiyati
Keyword(s):  
High School Students ◽  
Mathematics Education ◽  
Junior High School ◽  
Algebraic Thinking ◽  
Realistic Mathematics Education ◽  
Literature Study ◽  
Learning Sequence ◽  
School Students ◽  
Realistic Mathematics ◽  
Number Pattern

The number pattern is one of mathematics topics taught for junior high school students that relate between arithmetic and algebra domain. This topic bridges arithmetical and algebraic thinking. Therefore, the learning for this topic should be designed meaningfully. This research aims to design a learning sequence on the number patterns using principles of Realistic Mathematics Education (RME). To do this, we used design research method, particularly the preliminary design phase, with the following three steps. First, literature study was conducted to collect student difficulties in the learning of number patterns, relevant studies, and the theory of RME. Second, we observed Indonesian mathematics textbooks addressing the number patterns to see a learning sequence for this topic. Finally, we designed a learning sequence for the number patterns using the RME principles, particularly the reality principle, level principle, and intertwinement principle. The result of this research includes the learning sequence for the number patterns according to the RME principles, which consists of three activities: relationship between patterns and numbers; exploration of numbers; and generalization of number patterns. We conclude that the three principles of RME are fruitful for designing a meaningful learning sequence for the topic of number patterns.

scholarly journals Strategi Siswa dalam Mengerjakan Soal Kontekstual dengan Pendekatan Matematika Realistik Topik Persamaan Linear Satu Variabel

2016 ◽  
Vol 7 (1) ◽  
pp. 82-90
Author(s):  
Almu Noor Romadoni ◽  
M. Andy Rudhito
Keyword(s):  
Mathematics Education ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Linear Equations ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
Qualitative Descriptive ◽  
Educational Paradigm ◽  
Math Concepts

Pendidikan Matematika Realistik merupakan pendekatan dalam pembelajaran matematika yang sesuai dengan paradigma pendidikan sekarang. Pendidikan Matematika Realistik menginginkan adanya perubahan dalam paradigma pembelajaran, yaitu dari paradigma mengajar menjadi paradigma belajar. Pada Pembelajaran Matematika Realistik (PMR) mengutamakan pengenalan konsep melalui masalah kontekstual, hal-hal yang konkrit atau dari lingkungan sekitar dengan proses matematisasi oleh siswa dengan mengkonstruksikan idenya sendiri. Tujuan penelitian ini ialah untuk mendeskripsikan bagaimana proses pelaksanaan pembelajaran matematika realistik pada pokok bahasan persamaan linier satu variable. Jenis penelitian ini merupakan penelitian deskriptif kualitatif. Berdasarkan hasil analisis data, bahwa pemahaman konsep matematika siswa dengan pendekatan matematika realistik dapat di lihat bahwa secara keseluruhan kegiatan pembelajaran sudah sesuai dengan rancangan pembelajaran, siswa dapat mengkonstruksi sendiri konsep persamaan linear satu variable dan beberapa kelompok dapat menyelesaikan masalah konstektual sebalum diajarkan cara mengerjakan terlebih dahulu. Saran, sebagai tenaga pengajar hendaknya menciptakan suatu inovasi yang dapat mengembangkan bakat, menumbuhkan minat dan meningkatkan kebiasaan belajar siswa, sehingga konsep belajar matematika yang diperolehnya diharapkan lebih baik.Realistic Mathematics Education is an approach to learning mathematics in accordance with the current educational paradigm. Realistic Mathematics Education wants to change the paradigm of learning, from the paradigm of teaching to be learning. Realistic Mathematics Education (RME) prioritizing the introduction of concepts through contextual issues, things that are concrete or of the surrounding environment with a mathematical process by students with constructing his own. The purpose of this study was to describe how the process of implementation of realistic mathematics learning on the subject of one variable linear equations. This type of research is a qualitative descriptive. Based on the results of data analysis, that the understanding of math concepts students to approach realistic mathematics can be seen that the overall learning activities are in accordance with the lesson plan, students can construct their own concept of linear equations in one variable, and some groups can solve the contextual problem before teacher teach how to solve it first , Suggestions, as teachers should create an innovation that can make growing talent, cultivate interest and enhance the students' learning habits, so the concept is expected to study mathematics gained more better.

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