scholarly journals ANALISIS PENERAPAN PEMBELAJARAN MATEMATIKA BERBASIS PMRI PADA SEKOLAH DASAR DI KOTA BANDUNG

2016 ◽  
Vol 3 (1) ◽  
pp. 45
Author(s):  
Masta Hutajulu ◽  
Marchasan Lexbin E.J.R
Keyword(s):  
Mathematics Education ◽  
Data Collection ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Realistic Mathematics Education ◽  
School Grade ◽  
Realistic Mathematics ◽  
Data Collection Technique ◽  
Observation Method

The research is conducted to observe if Mathematics teacher who use PMRI base consistently apply the characteristic especially to students of grade 4 primary. The  purpose of this research is to give contribution to all Mathematics teachers who apply PMRI. The data collection technique that use is observation method. The results of research are: 1) the application of PMRI in collaborator school (grade 4 primary) is consistent to the characteristics of PMRI. 2) Mathematics teachers who apply PMRI use the method according to the standard.Keyword: Realistic Mathematics Education of Indonesia (PMRI)

scholarly journals Growing the Character Values to Students Through Application of Realistic Mathematics Education (RME) in the Social Arithmetic Learning

2015 ◽  
Vol 6 (1) ◽  
pp. 59
Author(s):  
Amin Suyitno
Keyword(s):  
Mathematics Education ◽  
Character Education ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Basic Education ◽  
Learning Model ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
The Social ◽  
Special Time

<p class="ICCIE2015AbstractTitle"><strong>Abstract</strong></p><p class="ICCIE2015Abstract">Educating students at the Basic Education level is not only demanded that the students are clever, but there are also other demand which no less important that is to educate so that students have a good character value. Educating  the students to have a good character value is started from home, school, and community. In school, educating character to students is not only the duty of teachers of Religion or Civics class, but also the duty of all teachers, including the teachers in Mathematics. Math teacher does not need to hold special time for educating of character, but it can be integrated into any material taught, and also in different application of learning models. This paper examines how the efforts of mathematics teacher in educating of character to the students of Basic Education, especially in Junior High School through the application of Realistic Mathematics Education (RME) on the material of Social Arithmetic. Through presenting of the material of Social Arithmetic by RME learning model, students can be given a character education through the attitude of honesty, tolerance, discipline, cooperation, creative, independent, democratic, curiosity, love of peace, social care, responsibility, and so on. In conclusion, educational character values to students can be done by mathematics teacher through a variety of materials.  One of them  through presenting of the material of Social Arithmetic by RME learning model.</p><em></em>

scholarly journals Kemampuan Pemahaman Konsep Matematika Siswa Melalui Pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) pada Pembelajaran Matematika di Kelas VIII SMP PGRI 1 Betung

2020 ◽  
Vol 2 (2) ◽  
pp. 189
Author(s):  
Muhammad Yogi Ramadhan ◽  
Eka Yanuarti
Keyword(s):  
Mathematics Education ◽  
Test Method ◽  
Average Score ◽  
Realistic Mathematics Education ◽  
Mathematical Concepts ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
Class Viii ◽  
Data Collection Technique

This study aims to determine the ability of students to understand mathematical concepts through the Indonesian Realistic Mathematics Education (PMRI) approach to learning mathematics in class VIII of SMP PGRI 1 Betung. This research is a "quasi experiment" category of one shot case study. In this study, there was only one sample class, namely the class that became the experimental class, namely class VIII.5 consisting of 35 students, which was carried out without a control class or comparison class. The data collection technique used in this research is the test method, and documentation. The results of this study indicate that the students' ability to understand mathematical concepts after the application of the Indonesian Realistic Mathematics Education Approach (PMRI) at SMP PGRI Betung is categorized as good, this is shown by the results of the average score. -The average final test of students' ability to understand mathematical concepts was 76.8.

scholarly journals PROSPECTIVE MATHEMATICS TEACHERS’ COGNITIVE COMPETENCIES ON REALISTIC MATHEMATICS EDUCATION

2019 ◽  
Vol 11 (1) ◽  
pp. 17-44
Author(s):  
Rezan Yilmaz
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Realistic Mathematics Education ◽  
Mathematical Education ◽  
Formal Knowledge ◽  
Informal Knowledge ◽  
Realistic Mathematics ◽  
Prospective Mathematics Teachers ◽  
Cognitive Competency

Realistic Mathematics Education (RME) is based on the idea that mathematics is a human activity; and its main principle is to ensure the transition from informal knowledge to formal knowledge through contextual problems. This study aims at revealing how RME is configured in the minds of prospective mathematics teachers and their cognitive competency in that sense. For that purpose, at the end of the process, in which the approaches used in mathematical education including RME are examined and interpreted, 32 prospective teachers were asked various open-ended questions. Moreover, they were expected to pose contextual problems that could be used in RME. After analysing the obtained data via qualitative research techniques, it is seen that the majority of the prospective teachers possesses theoretical knowledge on RME. However, it is also observed that their ability to present its differences and similarities with other approaches and to pose contextual problems suitable to RME has been decreased.

scholarly journals Pengembangan Desain Pembelajaran Topik Rata-Rata Hitung Berbasis Realistic Mathematics Education (RME) di Kelas IX SMP/MTs

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Juli Afriadi
Keyword(s):  
High School ◽  
Instructional Design ◽  
Mathematics Education ◽  
Junior High School ◽  
Junior High ◽  
Arithmetic Mean ◽  
Realistic Mathematics Education ◽  
School Grade ◽  
Realistic Mathematics ◽  
High School Grade

Pleriminary research showed there were problems in arithmetic mean learning at junior high school grade IX . Students were more likely to be introduced by the use of formulas without involving the discovery of the concept itself and separate from the learning experience of students everyday. This research aimed to developing instructional design of mean topics arithmetic mean with Realistic Mathematics Education (RME) approach, for junior high school grade IX. This research that was combined Plomp and model Gravemeijer & Cobb develompment models, which consisted of three phases, there were the preliminary research (preparing for the experiment), a development phase ( prototyping phase/ design experiment) and the assessment phase (retrospective analysis). The subjects were students of grade IX MTsN Salido.This research develops an instructional design of the topic arithmetic mean using realisticmathematics education (RME) approach.The results of the experiment showed contexts teaching contained in the student books can stimulate students to develop their knowledge in finding statistical concepts. The whole strategy (emergent modeling) were found and discussed students, showing how the construction or the contribution of students in discovering the concept of arithmetics mean from the formal to the informal level. The results showed that the design of the learning topic arithmetic mean with RME approach is valid, practical and effective. Valid in terms of content and language. Practical in terms of practice, the ease and time required. Effective in terms of its potential impact on student’s mathematical reasoning abilities.Keywords: Instructional Design, arithmetic mean, RME, Learning Trajectory, Design Research

scholarly journals KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS VIII SMP MENGGUNAKAN PENDEKATAN MATEMATIKA REALISTIK INDONESIA

2020 ◽  
Vol 3 (1) ◽  
pp. 45-51
Author(s):  
Rani Refianti ◽  
Putriana Putriana ◽  
Elya Rosalina
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Test Score ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Test Technique ◽  
Realistic Mathematics ◽  
Post Test ◽  
Mathematical Problems ◽  
Data Collection Technique

This study aims to determine the ability of students to solve mathematical problems in mathematics learning using the Indonesian Realistic Mathematics Education Approach (PMRI). The data collection technique used the test technique which was analyzed using the t-test at the significant level α = 5%. From the results of the post-test students' problem solving abilities with indicators of understanding the problem by 93% were in the very good category, the indicators of making a completion plan were 73% in the good category, the indicators of implementing the plan were 65% in the good category and the indicators of checking the results were 25 % with less category. After participating in learning using the Indonesian Realistic Mathematics Education Approach (PMRI) the average post-test score was 70.35 with 5 excellent students, 12 good students and 6 good enough students.

scholarly journals EFEKTIVITAS PEMBELAJARAN MATEMATIKA REALISTIK DENGAN PERMAINAN GATRIK PADA MATERI OPERASI HITUNG CAMPURAN KELAS IV SD

2019 ◽  
Vol 5 (2) ◽  
pp. 1025
Author(s):  
Alfatah Ibnu Alkulub
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Mathematics Education ◽  
Learning Process ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
School Grade ◽  
Realistic Mathematics ◽  
Mathematic Education ◽  
Realistic Mathematic

ABSTRACTThis research has purposed to find out the effectiveness of realistic mathematics education with gatrik game on arithmatic operation mix material in elementary school grade IV at Public Elementary School Palang district Tuban. The result data analysis of implementation realistic mathematics education materials revealed to: (1) Teachers be able to teaching the materials nicely, (2) Students activities during learning process is effective, (3) Students responses during learning process are positive, and (4) classical Students completeness is achieved. Based on the result of this research, Researcher concluded that realistic mathematics learning using gatrik game is effective when applied on arithmatic operation mix in elementary school grade IV. Keywords: Realistic mathematic education and gatrik games ABSTRAK                                                                                          Penelitian ini bertujuan mengetahui keefektifan pembelajaran matematika realistik dengan permainan gatrik pada materi operasi hitung campuran di Kelas IV Sekolah Dasar Negeri Palang Kabupaten Tuban. Hasil analisis data implementasi perangkat pembelajaran terungkap bahwa: (1) guru dapat melaksanakan pembelajaran dengan baik, (2) aktivitas siswa selama pembelajaran efektif, (3) respon siswa terhadap pembelajaran positif, dan (4) ketuntasan belajar siswa secara klasikal tercapai.Berdasarkan hasil penelitian tersebut, peneliti menyimpulkan bahwa pembelajaran matematika realistik dengan permainan gatrik efektif digunakan pada materi operasi hitung campuran di kelas IV SD. Kata Kunci: pembelajaran matematika realistik dan permainan gatrik.

scholarly journals PENDIDIKAN MATEMATIKA REALISTIK: PENDEKATAN UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIKA DAN PEMECAHAN MASALAH

2021 ◽  
Vol 9 (2) ◽  
pp. 197-210
Author(s):  
Rihlatis Sa'idah ◽  
Mukti Sintawati ◽  
Fitria Desi Nurhadiyani
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Data Collection ◽  
Communication Skills ◽  
Realistic Mathematics Education ◽  
Research Subjects ◽  
Mathematical Communication ◽  
Realistic Mathematics ◽  
Math Problems ◽  
Very High

This study aims to improve mathematics communication skills and problem solving through the application of realistic mathematics education. The type of research used is Classroom Action Research. The research subjects were 18 students of class V SD Muhammadiyah Notoprajan, while the object of this research was the mathematics communication skills and problem solving abilities. The data collection techniques used were tests and observations. The data collection instruments used were mathematical communication test questions and problem solving, and observation sheets. Mathematical communication data and problem solving abilities were analyzed descriptively. The results of the study indicate that there is an increase in mathematics communication skills and problem solving through the application of realistic mathematics education. This is indicated by the percentage of students with high and very high mathematics communication skills in the first cycle of 72.22% and an increase in the second cycle to 94%. The percentage of students with the ability to solve math problems in the high and very high category in the first cycle was 66.67%, an increase in the second cycle to 100%.

scholarly journals Mathematics Learning Devices Development based on Realistic Mathematics Education on Probability

AL-TA LIM ◽  
2018 ◽  
Vol 25 (1) ◽  
pp. 87-96
Author(s):  
Nana Sepriyanti ◽  
Evi Mega Putri
Keyword(s):  
Mathematics Education ◽  
Mathematics Teacher ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Assessment Instrument ◽  
Design Stage ◽  
Realistic Mathematics Education ◽  
Student Assignment ◽  
Realistic Mathematics ◽  
And Mathematics

The purpose of this  research is to develop mathematics learning devices in the form of Lesson Plan (RPP) and Student Assignment (LKPD) based Realistic Mathematics Education(RME) on probability materials in line with curriculum 2013. In addition, this research aims to describe the quality of developed learning devices in both validity and practicality aspects. This is a development research with 4D model including define, design, develop and disseminate. The researcher modified the development model by simplified the model through limit the research up to develop stage by considering the time and the cost. The define stage consists of: a) curriculum analysis; b) student analysis; and c) concept analysis. The design stage consists of: a) Lesson Plan design; b) Student Assignment design; c) instrument design and validation on assessment instrument of learning devices. Meanwhile, the develop stage consists of: a) the validation of learning devices by the expert and mathematics teacher; b) testing; and c) the questionnaire of both teacher and students responses. This research produces mathematics learning devices in the form of Lesson Plan and Student Assignment basedRealistic Mathematics Education (RME) on Probability materials class X. The research findings shows that according to expert and mathematics teacher assessment, the developed learning devices are valid with 3.25 on average for lesson plan and 3.48 on average for student assignment. The result of the teacher response on the questionnaire shows that student response and interview display that mathematics learning devices in the form of lesson plan and student assignment are practical to be used on mathematics learning particularly on probability materials with 3.50 on average for Lesson Plan and 3.30 on average for Student Assignment.

A Mobile Application (App) Based on Realistic Mathematics Education

2021 ◽  
pp. 88-108
Author(s):  
Dorothy Joy Laubscher ◽  
A. Seugnet Blignaut ◽  
Hercules D. Nieuwoudt
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Mobile Application ◽  
Mobile App ◽  
Realistic Mathematics Education ◽  
Graduate Degree ◽  
Learning Context ◽  
Realistic Mathematics ◽  
Stratified Sample ◽  
App Design

Persistent poor results in mathematics can be ascribed to the content being taught so that it is removed from reality. This chapter reports on the design of a mobile application based on the realistic mathematics education approach. A purposeful stratified sample yielded participants from a group of in-service teachers enrolled for a post-graduate degree in mathematics education. A qualitative design-based research method was followed. The research produced a mobile application which serves as an intervention tool for practicing mathematics teachers to make the content more relevant and realistic. Various design principles were also formulated that could assist in future mobile app design projects. The mobile application can be used in a blended learning context, especially in underprivileged communities since accessibility to mobile devices is common. The availability of the app for free on Google Play store has the potential to assist mathematics teachers and learners from any context to improve their achievement in mathematics.

scholarly journals FACTORS INFLUENCING TEACHERS’ INTENTIONS TO USE REALISTIC MATHEMATICS EDUCATION IN VIETNAM: AN EXTENSION OF THE THEORY OF PLANNED BEHAVIOR

2021 ◽  
Vol 12 (2) ◽  
pp. 331-348
Author(s):  
Thi-Trinh Do ◽  
Kien Cong Hoang ◽  
Tung Do ◽  
Thao Phuong Thi Trinh ◽  
Danh Nam Nguyen ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Mathematics Teachers ◽  
Structural Equation ◽  
Online Survey ◽  
Realistic Mathematics Education ◽  
Perceived Behavioral Control ◽  
Realistic Mathematics ◽  
Facilitating Conditions

Although Realistic Mathematics Education (RME) has become familiar to many mathematics teachers, we still have little understanding of the extent to which mathematics teachers are willing to employ RME rather than traditional teaching approaches. Based on the theory of planned behavior, in conjunction with some other factors, including facilitating conditions and perceived autonomy, this study investigated a model explaining the continued intention of mathematics teachers to use Realistic Mathematics Education. A structural equation model was used to access data from an online survey involving 500 secondary school mathematics teachers in Vietnam. The results revealed that while attitude, perceived behavioral control and perceived autonomy have positive significant impacts on intention to use RME, it appears that subjective norms and facilitating conditions do not. These findings are of significance to stakeholders, including policymakers, school managers, and mathematics teachers.

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