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 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 PENERAPAN PENDIDIKAN MATEMATIKA REALISTIK UNTUK MEMBANGUN PEMAHAMAN SISWA TENTANG KONSEP PECAHAN

2010 ◽  
Vol 5 (1) ◽  
Author(s):  
Syahrul Azmi
Keyword(s):  
Mathematics Education ◽  
Action Research ◽  
Student Learning ◽  
Learning Activities ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Classroom Action Research ◽  
Class Iv

Abstrak : Tulisan ini bertujuan mendeskripsikan pengimplementasian pendidikan matematika realistik pada pembelajaran materi pecahan di kelas IV SDN 2 Penedagandor yang dapat membangun pemahaman siswa tentangkonsep pecahan. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam 2 siklus. Hasil penelitian menunjukkan bahwa pada siklus I ketuntasan belajar yang dicapai siswa adalah 34,6% dengan rata-rata hasil tes 60,2. Pada siklus II, ketuntasan belajar mencapai 88,5% dengan rata-rata hasil tes 79,5. Aktivitas belajar siswa pada siklus I berada pada kategori baik, sedang pada siklus II meningkat pada kategori sangat baik. Sehingga dapat dikatakan bahwa kegiatan pembelajaran berlangsung efektif. Dari hasil penelitian ini dapat disimpulkan bahwa melalui kegiatankegiatan yang sesuai dengan realitas atau pengalaman siswa sehari-hari, siswa dapat membangun sendiri pemahaman mereka tentang konsep pecahan.Kata kunci : matematika realistik, pemahaman, konsep pecahanAbstract : The aim of this paper is to describe the implementation of realistic mathematics education in the learning factions in class IV SDN 2 Penedagandor which can build students’ understanding of the concept of fractions. This research is a classroom action research which is carried out in 2 cycles. The results showed that the learning exhaustiveness in cycle I achieved 34.6% with score average is 60.2, and in cycle II, achieved 88.5% with scoreaverage 79.5. Student learning activities in cycle I is good, while in cycle II is very good. Therefore, it can be said that learning activities is very effectively. The conclusion is that students can build their own understanding of the concept of fractions through activities that correspond to reality or their life experience.Keywords : mathematics realistic, understanding, the concept of fractions

scholarly journals Penerapan Pembelajaran Realistic Mathematics Education dengan Strategi Means Ends Analysis untuk Meningkatkan Kemampuan Berpikir Kritis

2020 ◽  
Vol 2 (1) ◽  
pp. 15
Author(s):  
Helen Utarni ◽  
Fauzi Mulyatna
Keyword(s):  
Critical Thinking ◽  
Mathematics Education ◽  
Action Research ◽  
Learning Process ◽  
Realistic Mathematics Education ◽  
Critical Thinking Ability ◽  
Realistic Mathematics ◽  
Thinking Ability ◽  
Planning Implementation ◽  
Essay Test

This research is an effort to improve students' critical thinking ability by applying Realistic Mathematics Education (RME) learning with Means Ends Analysis (MEA) strategy. The method used in this research is classroom action research in 2 cycles. Each cycle passes through 4 stages; they are planning, implementation, observation, and reflection. The learning process in class X IPS-3 for each cycle uses RME approach with MEA strategy. Students are given an essay test at each end of the cycle to measure their critical thinking abilities. Conclusion shows that students’ critical thinking ability increases from 56% (cycle I) to 84% (cycle II) by applying RME approach with MEA strategy.

scholarly journals The USE OF COOPERATIVE LEARNING MODEL NUMBERED HEADS TOGETHER AND REALISTIC MATHEMATICS EDUCATION IN TEACHING MATHEMATICS

2021 ◽  
Vol 5 (2) ◽  
pp. 123-134
Author(s):  
Ismi Widyaningrum
Keyword(s):  
Mathematics Education ◽  
Action Research ◽  
Cooperative Learning ◽  
Learning Process ◽  
Learning Model ◽  
Realistic Mathematics Education ◽  
Teaching Mathematics ◽  
Learning Achievement ◽  
Realistic Mathematics ◽  
Classroom Action Research

The purpose of this study was to determine the effectiveness of cooperative learning model numbered heads together and realistic mathematics education. This type of research was a Classroom Action Research. These activities were conducted in two cycles. At first cycle, learning was carried out using NHT learning model and realistic mathematics education. Then the second cycle was carried out to fix anything that wasn’t right. The results of this study were increasing the percentage of students learning, from 34,5% in Pre Cycle, to 75,86% at the end of Cycle I, and became 93,1% at the end of Cycle II. Another improvement occurred in the activities of students and teachers. All of these improvements are certainly due to the presence of improvements during the learning process carried out by teachers and researcher over the last two cycles. The conclusion of this study is that cooperative learning with Numbered Heads Together Model and Realistic Mathematics Education can improve learning achievement in teaching mathematics.

Penerapan pendekatan RME (realistic mathematics education) untuk meningkatkan hasil belajar siswa kelas VII MTs Al-Hikmah Bululawang materi perbandingan senilai dan berbalik nilai

2021 ◽  
Vol 1 (10) ◽  
pp. 797-806
Author(s):  
Siti Nur Asia ◽  
Slamet Slamet
Keyword(s):  
Mathematics Education ◽  
Learning Outcomes ◽  
Learning Process ◽  
Realistic Mathematics Education ◽  
Test Results ◽  
Final Test ◽  
Student Activities ◽  
Realistic Mathematics ◽  
Field Notes ◽  
The Subject

This study aims to describe the steps to implement the application of RME (Realistic Mathematics Education) to improve the learning outcomes of class VII students of MTs Al-Hikmah Bululawang on the subject to support and change values. This type of research is Classroom Action Research (CAR). The data collected in this study include: 1) the results of observations of teacher activities and student activities, 2) results of field notes, 3) results of the final cycle test. RME is carried out by the following steps: 1) solving contextual problems, 2) resolving contextual problems, 3) comparing and discussing answers, and 4) comparing the learning outcomes of class VII students of MTs Al-Hikmah Bululawang on approved and changed values. This increase was discussed based on the final test results of students who achieved KKM Increasing the increase by 20 percent from before the implementation of RME and 23 percent from cycle 1 to cycle 2 and supported by the level of delay in the learning process seen from the results of "Very Good", so this study was successful. Penelitian ini bertujuan untuk mendeskripsikan langkah-langkah penerapan pendekatan RME (Realistic Mathematics Education) untuk meningkatkan hasil belajar siswa kelas VII MTs Al-Hikmah Bululawang pada pokok bahasan perbandingan senilai dan berbalik nilai. Jenis penelitian ini merupakan Penelitian Tindakan Kelas (PTK). Data yang dikumpulkan pada penelitian ini meliputi: 1) hasil observasi aktivitas guru dan aktivitas siswa, 2) hasil catatan lapangan, 3) hasil tes akhir siklus. Hasil penelitian menunjukkan bahwa penerapan pendekatan RME yang dilakukan dengan langkah-langkah berikut: 1) memahami masalah kontekstual, 2) menyelesaikan masalah kontekstual, 3) membandingkan dan mendiskusikan jawaban, dan 4) menyimpulkan dapat meningkatkan hasil belajar siswa kelas VII MTs Al-Hikmah Bululawang pada materi perbandingan senilai dan berbalik nilai. Peningkatan ini ditunjukkan berdasarkan hasil tes akhir siswa yang mencapai KKM mengalami peningkatan sebesar 20 persen dari sebelum diterapkannya RME dan 23 persen dari siklus 1 ke siklus 2 dan didukung oleh taraf keterlaksanaan proses pembelajaran yang dilihat dari hasil observasi kegiatan aktivitas guru dan aktivitas siswa yang menunjukkan kategori “sangat baik”, sehingga penelitian ini dikatakan berhasil.

scholarly journals Pendekatan Matematika Realistik Untuk Meningkatkan Hasil Belajar Siswa Kelas I Pada Operasi Hitung

2017 ◽  
Vol 3 (1) ◽  
pp. 51
Author(s):  
Yusmaniar Yusmaniar
Keyword(s):  
Mathematics Education ◽  
Action Research ◽  
Learning Process ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Learning Achievement ◽  
Realistic Mathematics ◽  
Achievement Score ◽  
Classroom Action Research

<p>Teacher in mathematics learning process of 1st grade at SDN 21 Batang Anai Kabupaten Padang Pariaman used to implement expository method. It caused the learning achievement of students become low. This study is a classroom action research with two cycles that aimed to improve students’ learning achievement by implementing realistic mathematics education. Mean of students’ learning achievement score in cycle I is 77.2 and 88.2 for cycle II. Hence, realistic mathematics education can improve students’ learning achievement.</p>

scholarly journals UPAYA MENINGKATKAN MOTIVASI DAN PRESTASI BELAJAR MATEMATIKA MELALUI MODEL RME (REALISTIC MATHEMATICS EDUCATION) SISWA KELAS IX A SMP NEGERI 04 BUMIAYU SEMERTER 1 TAHUN PELAJARAN 2013/2014

2016 ◽  
Vol 4 (3) ◽  
Author(s):  
Sulastri Sulastri ◽  
Benedictus Kusmanto
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Action Research ◽  
Junior High School ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Realistic Mathematics Education ◽  
Mathematic Teaching ◽  
Realistic Mathematics ◽  
The Subject

Realistic mathematics education is one model to improve student’s motivation in learning and students' achievement. This research is Classroom Action Research (CAR). The subject of the research is nine grade students of Junior high school Bumiayu. It is conducted in two cycles, each cycles consists of planning, acting, observing and reflecting. The data revealed from observation, questionnaire, test and documentation. The result of the research was there are increasing student motivation and students' achievement. This forum can be teachers' reflection to be much better in mathematic teaching and learning.

IMPROVING STUDENTS’ WRITING ACHIEVEMENT THROUGH THE PROCESS GENRE APPROACH

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Sri Wuri Handayani And Masitowarni Siregar
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Qualitative Data ◽  
Score Test ◽  
Writing Achievement ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Orientation Test ◽  
Interview Questionnaire

This study attempts to Improving Students’ Achievement Through the Process GenreApproach. The objective of the study is to discover whether the use of the ProcessGenre approach could significantly improve students’ writing achievement. This studyconduct by applying Classroom Action Research which was carried out in two cycles inten meetings. The subject of this study of SMA Panca Budi Medan which consisted of39 students of class X – 2 reguler.. Orientation test was done in the first meeting, test IIwas done in the fourth meeting, and test III was done in the last meeting. The mean ofstudents’ score test III (76,242) was higher than the test II (66,878) and test I (57,606).Besides, the qualitative data was taken from observation sheet, interview, questionnaire,and diary notes. It was found that teaching learning process ran well. By applying theProcess Genre Approach in the classroom, the students understood the content ofdescriptive text easily. They also were active and enthusiastic during the teachinglearning process. The result of the research showed that the application of the ProcessGenre approach significantly improved students’ achievement in writing descriptive text

IMPROVING STUDENTS’ ACHIEVEMENT IN SPEAKING THROUGH TWO STAY TWO STRAY STRATEGY

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Dita Masyitah Sianipar And Sumarsih
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Test Score ◽  
Qualitative Data ◽  
Speaking Test ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
The Way

This study deals with the way to improve students’ achievement in speaking particularly through Two Stay Two Stray Strategy. This study was conducted by using classroom action research. The subject of of the research was class X-AP SMK Swasta Harapan Danau Sijabut in Asahan Regency that consisted of 34 students. The research was conducted in two cycles consisted of three meetings in each cycle. The instruments of collecting data for quantitative data used Speaking Test and instrument for analysis of qualitative data used observation, interview and questionnaire sheet. Based on the speaking test score, students’ score kept improving in every test. In the test I the mean was 61,47, in the test II the mean was 67,41 and the test III the mean was 78,52. Based on observation sheet and questionnaire sheet, it was found that teaching learning process run well and lively. Students were active and interest in speaking. The using of Two Stay Two Stray Strategy is significantly improved students’ achievement in speaking.

IMPROVING GRADE V STUDENTS’ VOCABULARY ACHIEVEMENT THROUGH FLASH CARDS

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Sabatini Sitorus And Masitowarni Siregar
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Qualitative Data ◽  
Vocabulary Test ◽  
Flash Cards ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Teaching Learning ◽  
Vocabulary Achievement

This study attempts to increase students’ vocabulary achievement by using flash cards. The objective of the study is to investigate whether the using of flash card can improve students’ vocabulary achievement. This study conduct by applying Classroom Action Research which was carried out in two cycles in six meetings. The subject of this study of SD Negeri 174559 Siraituruk, Porsea which consisted of 34 students. For collecting data, the instruments used were quantitative (vocabulary test) and qualitative data (interview sheet, observation sheet, and diary notes. Based on the data, it was found that the mean of the second cycle (80, 44) is higher than the mean of first cycle (64, 85) and pre-test (44, 41).  Based on interview sheet, observation sheet and diary notes, it was found thee students were more active and more enthusiastic during the teaching learning process in the second cycle than the first one. It was concluded that teaching vocabulary by using  flash cards can improve the students’ vocabulary achievement.

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