EFEKTIVITAS PENERAPAN MODEL QUANTUM LEARNING DENGAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME)  TERHADAP HASIL BELAJAR SISWA

AbstrakPenelitian ini bertujuan untuk mendeskripsikan keefektifan model Quantum Learning dengan pendekatan Realistic Mathematics Education (RME) terhadap hasil belajar siswa. Jenis penelitian ini adalah penelitian eksperimen dengan pre-experimental design. Populasi dalam penelitian adalah seluruh siswa kelas VII SMPN 1 Maros tahun ajaran 2018/2019 dengan jumlah 267 siswa, sedangkan sampel dalam penelitian ini adalah 29 siswa dari kelas VII-1 yang dipilih dengan teknik cluster random sampling. Instrumen penelitian yang digunakan adalah tes hasil belajar pretest dan posttest, lembar observasi, dan angket respons siswa. Data yang terkumpul dianalisis dengan menggunakan teknik analisis statistika deskriptif dan inferensial. Dari hasil analisis yang diperoleh: (1) hasil belajar matematika siswa mencapai KKM, (2) peningkatan hasil belajar siswa setelah penerapan model Quantum Learning dengan pendekatan RME terbanyak berada pada kategori baik yaitu 48,3%, (3) aktivitas siswa berada pada kategori baik dengan rata-rata persentase yaitu 83,996%, (4) keterlaksanaan pembelajaran siswa berada pada kategori sangat baik dengan rata-rata persentase yaitu 87,17%, (5) respons siswa berada pada kategori positif dengan rata-rata sebesar 89,65%. Berdasarkan hasil penelitian, dapat disimpulkan bahwa model quantum learning dengan pendekatan RME efektif untuk meningkatkan hasil belajar matematika siswa. AbstractThis study aims to describe the effectiveness of the Quantum Learning model with Realistic Mathematics Education (RME) approach towards the students learning outcomes. This type of research is experimental research with pre-experimental design. The population in the study were all students of class VII SMPN 1 Maros in the 2018/2019 academic year with 267 students, while the sample in this study was 29 students from class VII-1 who were selected by cluster random sampling technique. The research instrument used was the pretest and posttest learning outcomes test, observation sheets, and students response questionnaire. The collected data were analyzed using descriptive and inferential statistical analysis techniques. From the results of the analysis obtained: (1) students mathematics learning outcomes reach the KKM, (2) the increase in students learning outcomes after the application of the Quantum Learning model with the RME approach is mostly in the good category, namely 48.3%, (3) students activity is in good category with an average percentage of 83.996%, (4) the students learning implementation is in very good category with an average percentage of 87.17%, (5) students responses are in the positive category with an average of 89.65% . Based on the research results, it can be concluded that quantum learning model with RME approach is effective for improving students' mathematics learning outcomes.

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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

AR-RIAYAH Jurnal Pendidikan Dasar ◽

10.29240/jpd.v5i1.2681 ◽

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%.

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PENERAPAN REALISTIC MATHEMATICS EDUCATION (RME) DI SEKOLAH DASAR

Prima Magistra: Jurnal Ilmiah Kependidikan ◽

10.37478/jpm.v1i2.650 ◽

2020 ◽

Vol 1 (2) ◽

pp. 184-190

Author(s):

Dyah Anungrat Herzamzam ◽

Ilmi Noor Rahmad

Keyword(s):

Mathematics Education ◽

Learning Outcomes ◽

Mathematics Learning ◽

Learning Model ◽

Realistic Mathematics Education ◽

Class Iii ◽

Research Subjects ◽

School Year ◽

Realistic Mathematics ◽

Learning Mathematics

The low learning outcomes about mathematics are the background of research problems. The purpose of this study was to improve the mathematics learning outcomes of multiplication material through the Realistic Mathematics Education (RME) learning model for grade III students in the even semester of the 2019/2020 school year. This research method is Classroom Action Research which follows the model of Kemmis and Taggart. This research includes 3 cycles where each cycle includes 4 stages, namely planning, implementing, observing and reflecting. The research time was from January to March 2020 with 30 students as research subjects, while the data were collected through tests, interviews and observations. The research results show that there is a significant increase in mathematics learning outcomes in class III. This is evidenced by the increase in the average result of the math test in each cycle, namely in cycle 1: 64.26 then cycle 2: 70.86 and cycle 3: 78.2. The results of researcher's observations in each cycle also increased, namely in cycle 1 = 2.44; cycle 2 = 2.88; cycle 3 = 3.89. Likewise, the results of student observations also increased, namely in cycle 1 = 2.4; cycle 2 = 3,2; cycle 3 = 4. And the results of the interviews conducted concluded that learning mathematics through the Realistic Mathematics Education (RME) learning model was fun for students. This study concluded that learning mathematics using the Realistic Mathematics Education (RME) learning model can improve student mathematics learning outcomes on multiplication material.

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Penerapan Realistic Mathematics Education untuk Meningkatkan Aktivitas dan Hasil Belajar Siswa

Justek : Jurnal Sains dan Teknologi ◽

10.31764/justek.v3i2.3506 ◽

2020 ◽

Vol 3 (2) ◽

pp. 17

Author(s):

Salma Salma ◽

Dewi Pramita ◽

Vera Mandailina ◽

Syaharuddin Syaharuddin

Keyword(s):

Mathematics Education ◽

Learning Outcomes ◽

Class Action ◽

Learning Activities ◽

Realistic Mathematics Education ◽

Student Activities ◽

Average Percentage ◽

Qualitative And Quantitative ◽

Realistic Mathematics ◽

The Subject

Abstract: The purpose of this study is to find out the improvement of student activities and learning outcomes with the implementation of Realistic Mathematics Education (RME). This research uses Class Action Research. As the subject in this study were grade VII MTs students as many as 23 people. Data analysis techniques used are qualitative and quantitative to measure the increase in student activity and learning outcomes. Based on the results of the research, it can be concluded that the application of RME can improve student activities and learning outcomes. This can be seen from the increase in learning activities in the first cycle obtained an average percentage of 55% with a fairly good category, increased by an average percentage of 85% fall into the category of excellent in cycle II. While student learning activities have increased from cycle I with an average percentage of 55% fall into the category quite well to 85% with a very good category in the second cycle. Classical student completeness also increased in cycle I was 56.52% and in cycle II by 86.95%. Abstrak: Tujuan dari penelitian ini untuk mengetahui peningkatan aktivitas dan hasil belajar siswa dengan penerapan Realistic Mathematics Education (RME). Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK). Sebagai subjek dalam penelitian ini adalah siswa kelas VII MTs sebanyak 23 orang. Teknik analisis data yang digunakan adalah kualitatif dan kuantitatif untuk mengukur peningkatan aktivitas dan hasil belajar siswa. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan RME dapat meningkatkan aktivitas dan hasil belajar siswa. Hal ini terlihat dari adanya peningkatan aktivitas pembelajaran pada siklus I diperoleh rata-rata persentase sebesar 55% dengan kategori cukup baik, mengalami peningkatan dengan rata-rata persentase sebesar 85% termasuk dalam kategori sangat baik pada siklus II. Sedangkan aktivitas belajar siswa mengalami peningkatan dari siklus I dengan rata-rata persentase sebesar 55% masuk dalam kategori cukup baik menjadi 85% dengan kategori sangat baik pada siklus II. Ketuntasan klasikal siswa juga mengalami peningkatan pada siklus I adalah 56,52% dan pada siklus II sebesar 86.95%.

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COMPARISON OF ALGEBRA LEARNING OUTCOMES USING REALISTIC MATHEMATICS EDUCATION (RME), TEAM ASSISTED INDIVIDUALIZATION (TAI) AND CONVENTIONAL LEARNING MODELS IN JUNIOR HIGH SCHOOL 1 MASOHI

Infinity Journal ◽

10.22460/infinity.v9i2.p173-182 ◽

2020 ◽

Vol 9 (2) ◽

pp. 173

Author(s):

Anderson Leonardo Palinussa

Keyword(s):

Mathematics Education ◽

Cooperative Learning ◽

Learning Outcomes ◽

Experimental Research ◽

Learning Model ◽

Realistic Mathematics Education ◽

Test Results ◽

Learning Models ◽

Realistic Mathematics ◽

Algebra Learning

The study aims to examine the application of the Realistic Mathematics Education (RME), the Cooperative Learning Model Team Assited Individualization (TAI) type and conventional learning models on algebra. The population in thIS study were all eighth grade SMPN 1 Masohi. The type of this study is an experimental research design with quasi experimental research. Instruments in this study using the test results, analyzed using ANOVA test and further tests using Tukey's HSD test. From the analysis of these study obtained data: (1) Based on the normality test results obtained sig. X1 (RME Learning Model) of 0.976, X2 (Cooperative Learning Model TAI Type) of 0.889 and X3 (Conventional Learning Model) of 0.906. (2) Based on the one-way ANOVA calculation with the SPSS 20.0 program, obtained a significance value of 0.003. (3) There are significant differences in algebra learning outcomes between classes using the RME learning model, the cooperative learning model TAI type and conventional learning model, and (4) The algebra learning outcomes of students used the RME learning model are higher than the students that are used cooperative learning models TAI type and the students that used conventional learning model.

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Application Of Realistic Mathematics Education Approach With Concrete Materials To Improve Mathematics Learning Outcomes About Solid Figures For The Fifth Grade Students Of SDN Bangkal 01 In The Academic Year Of 2019/2020

Kalam Cendekia: Jurnal Ilmiah Kependidikan ◽

10.20961/jkc.v8i1.39765 ◽

2020 ◽

Vol 8 (1) ◽

Author(s):

Rizky Indah Tri Wahyuni ◽

Ngatman Ngatman ◽

Wahyudi Wahyudi

Keyword(s):

Mathematics Education ◽

Learning Outcomes ◽

Qualitative Data ◽

Mathematics Learning ◽

Fifth Grade ◽

Realistic Mathematics Education ◽

Fifth Grade Students ◽

Realistic Mathematics ◽

Concrete Materials ◽

Academic Year

The purposes of this study are: (1) describing the steps of applying the Realistic Mathematics Education approach with concrete materials, (2) improving mathematics learning outcomes about solid figures, and (3) describing the obstacles and solutions to the application of the Realistic Mathematics Education approach. This collaborative classroom action research was conducted in three cycles and six meetings. The research data are quantitative and qualitative data. Data collection techniques include observation, interviews and tests. The results of the study are: (1) the steps in the application of the Realistic Mathematics Education approach to improve Mathematics learning outcomes about solid figures are: a. understanding contextual problems through concrete materials, b. explaining contextual problems with concrete materials, c. resolving contextual problems with concrete materials, d. comparing, discussing, and answering question with concrete materials, and e. drawing conclusion; (2) the application of the Realistic Matematics Education approach can improve Mathematics learning outcomes about solid figures; (3) the obstacle in this study is students lack understanding to do worksheets, The solution is that the teacher asks the students concern to the instruction in worksheets.

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META ANALISIS: PENGARUH PENERAPAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION TERHADAP HASIL BELAJAR SISWA DI SEKOLAH DASAR

AULADUNA Jurnal Pendidikan Dasar Islam ◽

10.24252/auladuna.v8i1a9.2021 ◽

2021 ◽

Vol 8 (1) ◽

pp. 109

Author(s):

Fitriani Nur ◽

Andi Dian Angriani

Keyword(s):

Elementary School ◽

Mathematics Education ◽

Learning Outcomes ◽

Effect Size ◽

Mathematics Learning ◽

School Level ◽

Google Scholar ◽

Control Group ◽

Realistic Mathematics Education ◽

Realistic Mathematics

AbstrakPenelitian ini bertujuan untuk melakukan analisis terkait penerapan pendekatan Realistic Mathematics Education (RME) terhadap hasil belajar matematika siswa di Sekolah Dasar (SD). Jenis penelitian yang digunakan yaitu meta analisis dengan mengumpulkan data non tes, yakni menelusuri terbitan berkala ilmiah atau jurnal melalui google scholar dan DOAJ. Dari hasil penelusuran diperoleh 25 artikel dari jurnal dengan beberapa kriteria, diantaranya: (1) artikel berkaitan dengan pengaruh RME terhadap hasil belajar siswa, (2) penelitian dilakukan dalam kurung waktu 2013-2020, (3) penelitian dilaksanakan jenjang sekolah dasar, (4) penelitian dilakukan di Indonesia, (5) jenis penelitian yang digunakan adalah penelitian eksperimen yang melibatkan dua kelompok, yaitu kelompok eksperimen dan kelompok control, (6) kelas kontrol menggunakan model pembelajaran konvensional, dan (7) data yang dibutuhkan untuk menentukan effect size lengkap pada artikel. Analisis data menggunakan teknik statistik deskriptif dan statistik inferensial. Hasil penelitian ini menemukan bahwa pendekatan RME efektif digunakan ditinjau dari hasil belajar matematika siswa. Implikasi dari hasil temuan ini memberikan gambaran bahwa pendekatan Realistic Mathematics Education (RME) memiliki kekuatan yang besar dalam meningkatkan hasil belajar matematika sehingga pendekatan tersebut menjadi pilihan yang tepat dalam proses pembelajaran matematika siswa sekolah dasar.AbstractThis study aimed to analyze the implementation of the Realistic Mathematics Education (RME) approach to students’ mathematics learning outcomes in elementary schools (SD). The research type used was a meta-analysis by collecting non-test data, namely periodical papers or journals through google scholar and DOAJ. The search results obtained 26 articles from journals with several criteria, including: (1) articles related to the effect of RME on students’ learning outcomes, (2) those researches were conducted in 2013-2020 periods, (3) those researches were carried out in elementary school level; (4) those researches were conducted in Indonesia, (5) the method used was experimental research involving two groups, namely experimental group and control group, (6) the control group used a conventional learning model, and (7) data were needed to determine the complete effect size of the articles. The data analysis techniques used in this study were descriptive and inferential statistics. Thus, this study found that the RME approach was effectively used for the students’ mathematics learning outcomes. The implications of this finding indicated that the Realistic Mathematics Education (RME) approach had great power in improving mathematics learning outcomes so that the approach is appropriately used in learning mathematics in elementary school.

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Tabuik dalam Pembelajaran Bangun Ruang dengan Pendidikan matematika Realistik (PMR)

Math Educa Journal ◽

10.15548/mej.v2i1.31 ◽

2019 ◽

Vol 2 (1) ◽

Author(s):

Rozi Fitriza ◽

Indra Gunawan

Keyword(s):

Mathematics Education ◽

Student Learning ◽

Learning Outcomes ◽

Mathematics Learning ◽

Active Role ◽

Student Learning Outcomes ◽

Realistic Mathematics Education ◽

Learning And Teaching ◽

Realistic Mathematics ◽

Innovative Learning

Learning and teaching will be meaningful if the students take an active role in finding the concept. The involvement of various contexts that are close to and known by students in learning and teaching mathematics motivate their learning and students see the importance of learning math. The use of cultural object such as tabuik in learning mathematics with Realistic Mathematics Education (RME) approach becomes an innovative learning at grade VIII of SMPN 4 Pariaman. Learning of polyhedrons (prism and pyramid) topic appropriate with the tabuik, which is built from several polyhedrons. This experimental study aims to see the comparison of student learning outcomes taught by RME approach using tabuik with student learning outcomes taught by conventional learning. The result of data analysis showed that the result of mathematics learning outcomes of students taught by Approach of Realistic Mathematics Education (RME) using tabuik in learning of polyhedron topic higher than mathematics learning outcomes of students taught by conventional learning at grade VIII SMPN 4 Pariaman. In addition, learning with RME approach and tabuik foster positive students' activities and positive attitudes in mathematics learning also appreciate their own culture.Keywords: Realistic Mathematics Education (RME), tabuik, learning outcomes.

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APPLICATION REALISTIC MATHEMATICS EDUCATION (RME) TO INCREASED THE MATHEMATICS LEARNING OUTCOMES OF ELEMENTARY SCHOOL SD NEGERI SALATIGA 12

Jurnal Pendidikan Sekolah Dasar ◽

10.30870/jpsd.v5i1.3108 ◽

2019 ◽

Vol 5 (1) ◽

pp. 37

Author(s):

Ayuk Rismaya Putri ◽

Irul Irul

Keyword(s):

Elementary School ◽

Mathematics Education ◽

Learning Outcomes ◽

Mathematics Learning ◽

Realistic Mathematics Education ◽

Realistic Mathematics

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PENERAPAN MODEL PEMBELAJARAN AIR DAN RME PADA PEMBELAJARAN MATEMATIKA

Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika ◽

10.36456/buanamatematika.v5i2:.393 ◽

2015 ◽

Vol 5 (2) ◽

pp. 17-24

Author(s):

Ririn Arinta Sari

Keyword(s):

Data Analysis ◽

Mathematics Education ◽

Mathematics Learning ◽

Learning Model ◽

Realistic Mathematics Education ◽

Seventh Grade ◽

Statistical Data Analysis ◽

Realistic Mathematics ◽

Mathematic Education ◽

Realistic Mathematic

In the 2013 curriculum requires students to actively observing, ask, reasoning, trying, exploring, and concluding the material provided by the teacher. Many models of learning that can be applied on the 2013 curriculum at the school to improve students’ achievement. In this study, researchers used two different models of learning can improve mathematics learning achievement, namely AIR learning model (Auditory Intellectually Repetition) and RME learning model (Realistic Mathematics Education).Formulation of the problem in this study is whether there are differences in mathematics learning results set of material relations between students taught using AIR learning model (Intellectual Auditory Repetition) and RME leaning model (Realistic Mathematics Education) in seventh grade at SMP Negeri 3 Waru?. While the purpose of this study was to determine whether there are differences in mathematics learning results set of material relations between students taught using AIR learning model (Intellectual Auditory Repetition) and RME learning model (Realistic Mathematics Education) in class VII SMP Negeri 3 Waru.This is an experimental research. In this study takes two classes as a sample. To determine the sample used sampling methods using purposive sampling. The data collection method used the test and documentation method. While the method of data analysis used statistical data analysis using t-test formula. Based on the results of the analysis of the data, obtained tobserve = 3.27 > ttable = 1.99773, so it can be concluded that there are differences in mathematics learning results set of relations material between students taught using AIR learning model (Auditory Intellectually Repetition) and RME learning model (Realistic Mathematic Education) at seventh grade SMP Negeri 3 Waru. Keywords: RME, AIR, The Result of Mathematic

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PENGARUH PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK INDONESIA (PMRI) TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS III SD NEGERI 144 PEKANBARU

Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan ◽

10.31258/jta.v2i1.30-39 ◽

2019 ◽

Vol 2 (1) ◽

pp. 30

Author(s):

Helga Tri Gustina ◽

Syahrilfuddin Syahrilfuddin ◽

Eddy Noviana

Keyword(s):

Elementary School ◽

Data Analysis ◽

Mathematics Education ◽

Learning Outcomes ◽

Mathematics Learning ◽

Third Grade ◽

Realistic Mathematics Education ◽

Class Iii ◽

Third Grade Students ◽

Realistic Mathematics

This study aims to determine the differences and increase in mathematics learning outcomes of third-grade students of Pekanbaru Pekanbaru Elementary School between before (pretest) and after (posttest) applying the Indonesian Realistic Mathematics Education Approach (PMRI). The research method used was an experiment with the research design of one group pretest-posttest. This research was conducted in class III of SD Negeri 144 Pekanbaru in the odd semester of the 2018/2019 academic year on material money math subjects. The research subjects were class III students, amounting to 21 people. Data on mathematics learning outcomes were collected using a test technique in the form of a multiple-choice objective test. Based on the results of data analysis and discussion, it can be concluded that there are differences and improvements in mathematics learning outcomes of Grade III students of Pekanbaru Pekanbaru Elementary School between before (pretest) and after (posttest) applying the PMRI approach. This is proven based on the results of the data analysis obtained in the study. This difference is based on the results of the t-test. Obtained t-count fulfills the criteria of t count> t table or 4.5881> 2.0423. with the average N Gain of 0.38 included in the medium category. This shows that Ho is rejected and Ha is accepted, meaning there are differences and improvements in student learning outcomes. Based on the evidence it can be concluded that implementing Indonesian Realistic Mathematics Education (PMRI) has a positive influence on the results of mathematics learning for third-grade students of Pekanbaru Elementary School 144.

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