scholarly journals Conceptual Understanding and Mathematical Representation Analysis of Realistic Mathematics Education Based on Personality Types

2019 ◽  
Vol 10 (2) ◽  
pp. 201-210
Author(s):  
Kowiyah Kowiyah ◽  
Ima Mulyawati ◽  
Khoerul Umam
Keyword(s):  
Mathematics Education ◽  
Conceptual Understanding ◽  
Personality Type ◽  
Personality Types ◽  
Mathematical Representation ◽  
Realistic Mathematics Education ◽  
Mathematical Abilities ◽  
Realistic Mathematics ◽  
Written Form ◽  
Mathematical Problems

Conceptual understanding and representation in mathematics are both important mathematical abilities to develop. Conceptual understanding and representation abilities are needed by students to solve mathematical problems. The aim of this research was to describe the representation of mathematics of RME based on student's personality type, the conceptual understanding in RME based on student's personality type. In this research, 8 PGSD students from artisan, idealist, guardian, and rational personality types were selected as subjects. The methods used in this research were tests, interviews, and documentation of personality type questionnaires of the students according to (Keirsey, 1984)). The tests and interviews were analyzed to describe the conceptual understanding and representation abilities of the students. The results of this research were that the students with the rational personality type were very good at identifying and making examples, traits and conditions. Students with the idealist personality type were very good at identifying verbally and in written form. All four personality types’ conceptual understanding when identifying and distinguishing concepts was still poor. Meanwhile, for the mathematical representation aspect, all four personality types were very good at visual mathematical representation in the form of figures and tables. 

The Influence of the Realistic Mathematics Education Approach and Early Mathematical Ability to Mathematical Literacy

2018 ◽  
Vol 6 (04) ◽  
Author(s):  
Andi Permana Sutisna ◽  
Agus Setyo Budi ◽  
Anton Noornia
Keyword(s):  
Mathematics Education ◽  
Mathematical Ability ◽  
Realistic Mathematics Education ◽  
Mathematical Literacy ◽  
Mathematical Skills ◽  
Group Design ◽  
Mathematical Abilities ◽  
Realistic Mathematics ◽  
Class Viii ◽  
Level 2

This research is based on the low level of Indonesian students mathematical literacy test released by PISA in 2015. The purpose of this research is to examine the influence of Realistic Mathematics Education Approach and the earlymathematical ability to mathematical literacy in statistical materials. This research uses group design by level 2 x 2. This study was conducted in students of class VIII. The result of this research shows that there is influence of Realistic Mathematics Education Approach and early mathematical ability to mathematical literacy on statistical matter. Beside that, the Realistic Mathematics Education Approach not only increases mathematical literacy in students with high early mathematical skills, but also in students with low early mathematical abilities.

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 Realistic mathematics education: Mathematical reasoning and communication skills in rural contexts

2021 ◽  
Vol 10 (2) ◽  
pp. 522
Author(s):  
Anderson Leonardo Palinussa ◽  
Juliana Selvina Molle ◽  
Magy Gaspersz
Keyword(s):  
Mathematics Education ◽  
Communication Skills ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Mathematical Problems ◽  
Geographical Position ◽  
Rural Context

Mathematics learning has always been a problem in the world of education in Indonesia especially in the Province of Maluku, which is a thousand island area. The geographical position of Maluku, which is an area of the archipelago, is quite extensive, affecting the quality of students in mathematics. One approach that is recommended to overcome mathematical problems of rural island-based students is realistic mathematics education (RME). The purpose of this study was to analyze the effect of RME on mathematical reasoning and communication skills in a rural context. The research design used was quasi experiment. The sample size was 130 students from several junior high schools in Central Maluku Regency. The instrument developed was in the form of problem descriptions to measure students' mathematical reasoning and communication skills. The findings prove that RME has a significant influence on students' mathematical reasoning and communication skills. Thus, RME can be recommended in improving students' mathematical reasoning and communication skills in the island-based rural context.

Peningkatan Kemampuan Representasi Matematis Dan Kemandirian Belajar Siswa Menggunakan Pendekatan RME

2020 ◽  
Vol 7 (1) ◽  
pp. 1-10
Author(s):  
Yunita Dwi Indriyani ◽  
Satrio Wicaksono Sudarman ◽  
Ira Vahlia
Keyword(s):  
Data Analysis ◽  
Mathematics Education ◽  
Research Study ◽  
Mathematical Representation ◽  
Realistic Mathematics Education ◽  
Program Material ◽  
Self Regulated Learning ◽  
Realistic Mathematics ◽  
Post Test ◽  
Very High

The purpose of this research is to improve the mathematical representation ability and learning independence through the Realistic Mathematics Education (RME) approach in students of class XI IPS 1 SMA N 1 Pekalongan. This type of research is a classroom action research study subjects were students of class XI IPS 1 SMA N 1 Pekalongan consisting of 25 students. This can be seen from the students' mathematical representation ability in linear program material by increasing data analysis (N-Gain) from the pre-survey to the first cycle obtained an average pre-test of 59.2 and an average post-test of 64.8 so that gain 0.30 with a percentage of 30% in the low category. Furthermore, the first cycle to the second cycle obtained an average pre-test of 64.8 and an average post-test of 77.4 so that a gain of 0.53 with a percentage of 53% in the medium category. Independence of student learning from pre-survey to the first cycle with a percentage of 54.6% increased to 65.05% with a high category. Furthermore, from cycle, I to cycle II with a percentage of 65.05% increased to 82.9% with a very high category.Keywords:Mathematical Representation, Self-regulated Learning, RME

scholarly journals PENGARUH PEMBELAJARAN MATEMATIKA REALISTIK TERHADAP KEMAMPUAN MATEMATIS SISWA (DITINJAU DARI KEMAMPUAN REPRESENTASI DAN KOMUNIKASI)

2016 ◽  
Vol 6 (2:) ◽  
pp. 37-44
Author(s):  
Hidayatul Purnama Ariyanti
Keyword(s):  
Mathematics Education ◽  
Communication Skills ◽  
Mathematics Learning ◽  
Mathematical Ability ◽  
Mathematical Representation ◽  
Homogeneity Test ◽  
Realistic Mathematics Education ◽  
International Student Assessment ◽  
Realistic Mathematics ◽  
Education Effect

This research is motivated by the low mathematical ability of students seen in the test results Programme for International Student Assessment (PISA) in 2012. The ability of mathematics not only be based on the ability of understanding only, but there are also other capabilities that factor into the level of mathematical ability of students, among others, representation and communication capabilities. So to overcome this use realistic mathematics learning. Formulation of the problem in this research is "Is there any realistic mathematics education effect on the ability of students' mathematical representation and communication?". The goal was to determine the effect of realistic mathematics learning of the mathematical ability of students' representation and communication. The method used is Posttest-Only Control Design which will give treatment to the realistic mathematics learning experiment class and conventional learning to control class. After treatment, given posttes to measure its influence in the ability of students' mathematical representation and communication. The research instrument in the form of tests which contains the indicator variables. Subjects in this study were 32 students of the control class and 32 students for the experimental class. For data analysis used the t-test previously conducted pre-requisite test the normality and homogeneity test. In this study, H0 reads No realistic mathematics education effect on the ability of students' mathematical representation and communication. And H1 reads no realistic mathematics education effect on the ability of students' mathematical representation and communication. The results show the ability of the student representation is obtained and the communication skills of students obtained which showed that H0 refused on both. It can be concluded that the realistic mathematics instruction affect the ability of students' mathematical representation and communication.   Keywords: Realistic Mathematics Education, Communication Skills, Representation Skills.  

scholarly journals Kemampuan Representasi Matematis Siswa SMP Melalui Pendekatan Pendidikan Matematika Realistik

2017 ◽  
Vol 10 (1) ◽  
pp. 51 ◽  
Author(s):  
Sulastri Sulastri ◽  
Marwan Marwan ◽  
M Duskri
Keyword(s):  
Mathematics Education ◽  
Data Reduction ◽  
Mathematical Expression ◽  
Mathematical Representation ◽  
Realistic Mathematics Education ◽  
Data Display ◽  
Realistic Mathematics ◽  
Banda Aceh ◽  
Low Ability

[Bahasa]: Penelitian kualitatif ini bertujuan untuk mendeskripsikan kemampuan representasi matematis siswa melalui pendekatan Pendidikan Matematika Realistik (PMR). Penelitian ini dilakukan di kelas VII-2 SMP Negeri 6 Banda Aceh yang melibatkan enam siswa.  Kemampuan representasi siswa dianalisis dari hasil tes dan wawancara setelah penerapan PMR melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Berdasarkan hasil tes, subjek penelitian dikategorikan menjadi siswa dengan kemampuan representasi matematika tinggi, sedang dan rendah. Keenam siswa tersebut diwawancara untuk mengonfirmasi hasil tes. Hasil penelitian menunjukan bahwa siswa yang berkemampuan tinggi dan sedang memenuhi ketiga indikator kemampuan representasi matematis yaitu menyajikan data atau informasi dari suatu masalah ke representasi tabel, menyelesaikan masalah yang melibatkan ekspresi matematis, serta menuliskan langkah-langkah penyelesaian masalah matematika dengan kata-kata. Siswa berkemampuan rendah memenuhi dua indikator kemampuan representasi matematis yaitu menyelesaikan masalah yang melibatkan ekspresi matematis dan menuliskan langkah-langkah penyelesaian masalah matematika dengan kata-kata. Kata kunci:   Representasi Matematis; Kemampuan; Pendidikan Matematika Realistik [English]: This qualitative reseach aims at describing students’ representation ability through realistic mathematics education (RME). It is conducted in grade VII-2 SMP Negeri 6 Banda Aceh focusing on the six students. Students’ representation ability is analyzed from the developed test and interview after applying RME through data reduction, data display and conclusion. Based on the result of the test, the subjects are categorized into students who have high, medium and low ability in mathematical representation. They are then interviewed to confirm the test. The research finds that students in high and medium category fulfill the three indicators of mathematical representation, i.e. displaying data or information of a problem into table, solving problems that involve mathematical expression, and write the steps in solving the problems using words. Meanwhile, students in low category can only fulfill the second and third indicator. Keywords:   Mathematics Representation; Ability; RME

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