scholarly journals REALISTIC MATHEMATICS EDUCATION IN COOPERATIVE LEARNING VIEWED FROM LEARNING ACTIVITY

2018 ◽  
Vol 9 (2) ◽  
pp. 301-310
Author(s):  
Shila Majid Ardiyani ◽  
Gunarhadi Gunarhadi ◽  
Riyadi Riyadi
Keyword(s):  
Mathematics Education ◽  
Cooperative Learning ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Learning Outcome ◽  
Learning Activities ◽  
Learning Activity ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Student Teams

This study aimed at searching the different effect of Student Teams Achievement Division (STAD) and Think Pair Share (TPS) types of cooperative learning models with Realistic Mathematics Education (RME) approach on the students’ learning outcome viewed from students’ learning activity. The observation, interview, questionnaires, and tests were used to obtain the data which were then analyzed using two-way ANOVA. The result of research showed that: (1) STAD with RME approach provides better learning outcome than TPS with RME approach does; (2) the students with high learning activities have mathematics learning outcome better than those with medium and low learning activities; and (3) there is no interaction between the model of teaching and learning activities students to the results of the students’  mathematics learning.

scholarly journals MATHEMATICAL LEARNING MOTIVATION OF SUBMISSION AND REDUCTION OF PARTICIPANTS IN PRIMARY SCHOOL USING REALISTIC MATHEMATICS EDUCATION (RME)

2019 ◽  
Vol 3 (1) ◽  
pp. 27
Author(s):  
Dodi Ardiansah ◽  
Mia Yusmianti ◽  
Anugrah Ramadhan Firdaus
Keyword(s):  
Mathematics Education ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Distribution Data ◽  
Realistic Mathematics Education ◽  
Motivation To Learn ◽  
Class Iii ◽  
Realistic Mathematics ◽  
The Mean ◽  
Addition And Subtraction

This study aims to explain the application of realistic mathematics education in addition and subtraction mathematics learning in class III of SDN 1 Sudimampir, one of the low motivation of students to learn mathematics addition and subtraction is caused by learning activities that are more teacher-centered, so students are less actively involved in the learning process and result in monotonous learning activities in the classroom. Based on the above problems, improvements can be made to increase motivation to learn mathematics using realistic mathematics education. population and sample in the study focused on class III students, the method used in this study was the experimental method. The data collection technique is to provide learning and working on the problem, then grouping values based on the results of student performance in working on mathematical questions, arranged based on group distribution data for more specific value distribution into the mean median mode and graphs in order to find out the results of applying realistic mathematical methods education is expected to increase students 'motivation to learn mathematics, from the study there was a significant increase in the mean score of students' scores in mathematics learning addition and subtraction, namely ± 67,57.

scholarly journals 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

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%.

scholarly journals The Innovative Learning of Social Arithmetic using Realistic Mathematics Education Approach

Jurnal Elemen ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 29-57
Author(s):  
Winda Rahayu ◽  
◽  
Rully Charitas Indra Prahmana ◽  
Afit Istiandaru ◽  
◽  
...  
Keyword(s):  
High School Students ◽  
Mathematics Education ◽  
Junior High School ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Average Score ◽  
Realistic Mathematics Education ◽  
School Students ◽  
Realistic Mathematics ◽  
Innovative Learning

Learning mathematics has a significant contribution to the students’ daily activities, one of which is on social arithmetic topic. The implementation of social arithmetic, in general, is mostly found in buying-selling and banking activities. However, students still find difficulties in understanding this topic. It is because the teaching and learning activities still use a conventional approach, which restricts the students to imagine how it is implemented in daily life. Therefore, this paper aims to describe the innovative learning activities of social arithmetic among junior high school students using the Realistic Mathematics Education (RME) approach. This research was conducted in three meetings, and the researcher acted as the teacher in the class. The results showed that the innovative learning of social arithmetic using the RME approach and word problems could improve the students’ learning outcomes with an average score of 81.92% and 92.59% of the total of students scored above passing grade.

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

PENERAPAN MODEL REALISTIC MATHEMATICS EDUCATION (RME) PADA MATERI PENJUMLAHAN BILANGAN CACAH SISWA KELAS 1B SD NEGERI PALEBON 01 SEMARANG

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Sriyani Sriyani ◽  
Henry Januar Saputra ◽  
Sukamto Sukamto
Keyword(s):  
Mathematics Education ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Class I ◽  
Male Students ◽  
Realistic Mathematics Education ◽  
Learning Material ◽  
Average Value ◽  
Realistic Mathematics ◽  
The Media

The purpose of this study was to determine whether the application of realistic mathematics education models in mathematics learning in addition material in class I B students at SDN Palebon 01 Semarang 2020 increased. The subjects of this study were students of class I B SDN Palebon 01 Semarang, totaling 28 students from 11 female students and 17 male students. This type of classroom action research (CAR) uses data from observation, documentation and tests in a cycle consisting of 4 stages, namely planning, implementation, observation and reflection.The results of the study can be mathematics learning material addition in the application of realistic mathematics education models can improve student learning outcomes class I B SDN Palebon 01 Semarang. The statement was proven by learning activities that increased the average value of 54 in the first cycle and an average of 82 cycles. The increase in learning activities from the pre-test questions by 71% has not been completed (20 students) and 29% (8 students) in the second cycle increased to 89% by 25 and 11% (3 students) it shows that it has reached the minimum completeness criteria (KKM). Based on the results of this studysuggestions that can be submitted for teachers to innovate learning with the media and combine realistic mathematics education models to make it more fun and meaningful for students.

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

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.

scholarly journals The Impact of the Implementation Three-Step Interview Cooperative Learning Model in Mathematics Learning Toward the Learners’ Activities And Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 8
Author(s):  
Usmadi Usmadi ◽  
Hayatul Hasanah ◽  
Ergusni Ergusni
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Mathematics ◽  
The Impact ◽  
Step Type ◽  
Better Than

This study is motivated by the issues found in observations at school, where the daily teaching activities carried out by teachers show that; teaching and learning activities are classical, the teacher only stands or sits in front of the class, the direct relationship between the teacher and students is rare, and students tend to behave passively, such as coming, listening, reading and writing. To overcome this issues, the researchers conducted a research by applying a three-step type of cooperative learning model interview in learning mathematics in the class. The purpose of this study is to reveal the activities and learning outcomes of students after applying the three-step interview type cooperative learning model. From the results of the study it was found that the learning activities of students during the application of the three step interview cooperative learning model increased at each meeting. Thus it can be concluded that the mathematics learning outcomes of students with learning by applying a three-step interview type cooperative learning model is better than those who do not apply the techniques.

scholarly journals Use of Integrated Mobile Application With Realistic Mathematics Education: A Study to Develop Elementary Students’ Creative Thinking Ability

2019 ◽  
Vol 13 (10) ◽  
pp. 19
Author(s):  
Hendra Erik Rudyanto ◽  
Anik Ghufron ◽  
Hartono Hartono
Keyword(s):  
Mathematics Education ◽  
Mobile Application ◽  
Creative Thinking ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Application Development ◽  
Validation Data ◽  
Realistic Mathematics ◽  
Thinking Ability ◽  
Creative Thinking Ability

One of the abilities students must possess is Creative Thinking Ability (CTA) in order to succeed in their lives. Learning must facilitate students to develop CTA; one of them is by developing a mobile application based on Realistic Mathematics Education (RME). The purpose of this study is to determine the level of validity/feasibility, practicality, and effectiveness of mobile application based RME. This mobile application development used the ADDIE model development procedure. The subjects in this study were grade 4 elementary school students. The validation data collection techniques through validation sheets, practicality data through CTA tests. The results of the study show that the developed of mobile application integrated with realistic mathematics meets valid/proper requirements based on expert and practitioner assessments that are practical and easy if applied in mathematics learning and that is effective in improving students’ creative thinking ability.

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