scholarly journals PENGEMBANGAN MODUL BERBASIS REALISTIC MATHEMATICS EDUCATION (RME) PEMBELAJARAN MATEMATIKA KELAS V SDN.020 BALIKPAPAN TENGAH

2020 ◽  
Vol 5 (2) ◽  
pp. 165-170
Author(s):  
Sugeng ◽  
Azainil ◽  
Nuryanto
Keyword(s):  
Mathematics Education ◽  
Realistic Mathematics Education ◽  
Paired Sample ◽  
Realistic Mathematics ◽  
Kolmogorov Smirnov ◽  
Smirnov Test

Penelitian ini bertujuan untuk menghasilkan dan mengembangkan modul berbasis Realistic Mathematics Education (RME)pembelajaran matematika serta untuk mengetahui kelayakan dan efektifitas penggunaan modul berbasis Realistic Mathematics Education (RME).Jenis penelitian ini merupakan penelitian dan pengembangan dengan pendekatan kualitatif dan kuantitatif. Subjek ujicoba terdiri dari ahli desain modul, ahli materi, praktisi/guru senior yang membidangi keilmuan matematika, dan siswa kelas V SDN.020 Balikpapan Tengah. Ujicoba dilakukan pada kelompok kecil dengan jumlah siswa 9 orang dan kelompok besar dengan jumlah siswa 30 orang. Tahapan penelitian dan pengembangan meliputi: 1) Potensi dan masalah, 2) Mengumpulkan data, 3) Mendesain/perancangan produk, 4) Validasi desain oleh ahli media dan ahli materi pembelajaran, 5) Revisi produk awal, 6) Pembuatan produk, 7) Uji coba produk kelompok kecil, 8) Revisi hasil ujicoba produk, 9) Ujicoba produk kelompok besar. Teknik pengumpulan data yang digunakan untuk mengetahui kelayakan produk dari validasi ahli media, ahli materi, praktisi dan angket respon/tanggapan siswa dan analisis perbandiangan pretest dan postest. Tingkat kelayakan modul menunjukan : hasil analisis dari ahli media pertama diperoleh 83.33 masuk dalam kategori sangat layak, hasil analisis dari ahli materi pertama diperoleh 80.88 masuk dalam kategori layak, hasil analisis dari ahli materi kedua diperoleh 82.35 masuk dalam kategori sangat layak, hasil analisis dari ahli praktisi/guru senior diperoleh 92.04 masuk dalam kategori sangat layak. Uji efektifivas penggunaan modul dinilai berdasarkan peningkatan nilai pretest dan posttest pada siswa. efektifivitas penggunaan modul digunakan Uji Statistik yaitu Uji tBerpasangan. Pada pengujian asumsi data berdistribusi normal, data memenuhi distribusi normal apabila pvalue> 0,05 (taraf signifikansi). Berdasarkan tabel One Sample Kolmogorov Smirnov Test, didapatkan pvaluepada pretestsebesar 0,467 > 0,05 dan posttestsebesar 0,114 > 0,05. Oleh karena itu, dapat disimpulkan bahwa data pretest danposttestmemenuhi asumsi distribusi normal. Karena data memenuhi asumsi distribusi normal, maka Uji tBerpasangan dapat digunakan. Berdasarkan tabel Paired Sample Testpada 30 sampel dengan taraf signifikansi 0,05, didapatkan p valuesebesar 0,000 < 0,05. Artinya Hoditolak, terdapat perbedaan nilai pretestdan posttestsecara signifikan. Oleh karena itu dapat disimpulkan bahwa penggunaan modul efektif digunakan pada siswa.

scholarly journals Meta-Analisis Pengaruh Pendekatan Pendidikan Matematika Realistik (PMR) Terhadap Hasil Belajar Siswa Sekolah Dasar

2021 ◽  
Vol 5 (2) ◽  
pp. 1094-1103
Author(s):  
Ripka Yuspin Puspitasari ◽  
Gamaliel Septian Airlanda
Keyword(s):  
Mathematics Education ◽  
T Test ◽  
Realistic Mathematics Education ◽  
Paired Sample ◽  
Realistic Mathematics

Pendekatan pembelajaran yang dapat diterapkan dalam pembelajaran matematika adalah pendekatan pendidikan matematika realistik, karena memiliki kelebihan yaitu lebih memberikan pengertian yang jelas kepada siswa tentang keterkaitan matematika dengan kehidupan sehari-hari dan dalam bimbingan guru siswa dapat menyelesaikan masalah matematikanya. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh Pendekatan Pendidikan Matematika Realistik terhadap Hasil Belajar Matematika Pada Siswa Sekolah Dasar. Jenis penelitian ini adalah meta-analisis. Dari hasil penelusuran diperoleh 20 jurnal ilmiah semua sampel merupakan penelitian eksperimen. Teknik analisis data pada penelitian ini menggunakan metode pembanding untuk menentukan dampak penerapan pendekatan pembelajaran Realistic Mathematics Education (RME). Selanjutnya digunakan uji paired sample t-test untuk melihat rata-rata peningkatan sebelum dan sesudah tindakan kelas, serta untuk mengetahui apakah terdapat perbedaan rata-rata dua kelompok yang saling berpasangan atau berhubungan. Data hasil analisis diperoleh bahwa presentase rata-rata peningkatan hasil belajar siswa dengan pembelajaran menggunakan Pendekatan Pendidikan Matematika Realistik (PMR) dapat meningkatkan hasil belajar kognitif siswa dari yang terendah 13,06% menjadi tertinggi 99,97% dan peningkatan rata-rata sebesar 30,34%. Berdasarkan analisis data maka dapat disimpulkan bahwa pendekatan pembelajaran pendidikan matematika realistik (PMR) memberikan efek yang positif terhadap peningkatan hasil belajar kognitif matematika siswa Sekolah Dasar.

IMPROVEMENT OF LEARNING OUTCOMES IN RESULT USING REALISTIC MATHEMATIC EDUCATION APPROACH IN BASIC SCHOOL

2018 ◽  
Vol 2 (2) ◽  
pp. 157
Author(s):  
Mimik Fernandes ◽  
Farida F ◽  
Yanti Fitria ◽  
Ahmad Fauzan ◽  
Nelvyarni Nelvyarni
Keyword(s):  
Mathematics Education ◽  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Class Action ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Multiplication Of Fractions ◽  
Mathematic Education

Based on experience and reflection multiplication of fractions learning at fifth class SDN 33 VII Koto Padang Pariaman district. Student learning outcomes is still low and the learning undertaken by teachers arenot using realistic problem to beginning of learning. So the author through this research trying to improve student learning outcomes in subjects multiplication of fractions. The purpose of this study was to describe the planning, implementation and learning outcomes. This research is action research (class action research), this study used a qualitative and quantitative approach. Learning is used by using the realistic mathematics education approach. After doing research hence an increase in student learning outcomes in multiplication of fractions lesson using realistic mathematics education approach. It can be seen, both from the ability of teachers in designing learning from 83% up to 94%, implementation of learning increased 94% from 77%, and learning outcomes increased to 86,87 from 74,04.

scholarly journals THE EFFECTIVENESS OF REALISTIC MATHEMATICS EDUCATION TO IMPROVE STUDENTS’ MULTI-REPRESENTATION ABILITY

2019 ◽  
Vol 8 (1) ◽  
pp. 21 ◽  
Author(s):  
Muhtarom Muhtarom ◽  
Nizaruddin Nizaruddin ◽  
Farida Nursyahidah ◽  
Nurina Happy
Keyword(s):  
Mathematics Education ◽  
Experimental Design ◽  
Learning Process ◽  
Realistic Mathematics Education ◽  
Student Responses ◽  
Realistic Mathematics ◽  
Quasi Experimental ◽  
And Control ◽  
Essay Test ◽  
Better Than

This research aimed to evaluate the effectiveness of Realistic Mathematics Education (RME) to improve students' multi-representation ability. A quasi-experimental design was used in this research. Sixty-four samples from the seventh-grade students of Junior School were randomly selected and divided into two classes: experimental class was treated using RME and control class was treated using conventional learning, with each class consisting of thirty-two students. The essay test was used to measure the multi-representation ability of students and the questionnaire was used to measure students' responses in RME learning. The data from the essay test were analyzed by N-Gain test and t-test in which normality and homogenity test were conducted previously, while the students' learning completeness and student responses were presented descriptive quantitative. The result of the research concluded that the multi-representation ability of students who get RME learning is better than the multi-representation ability in students who get conventional learning. 87.25% of students who get RME learning with the developed device have completed the KKM, and many students are very enthusiastic and interested in RME based learning, thus increasing their learning spirit in a learning process.

scholarly journals Mathematical Abstraction of Year 9 Students Using Realistic Mathematics Education Based on the Van Hiele Levels of Geometry

2019 ◽  
Vol 6 (1) ◽  
pp. 1-12
Author(s):  
Heris Hendriana ◽  
Nelly Fitriani
Keyword(s):  
High School Students ◽  
Mathematics Education ◽  
Traditional Learning ◽  
Realistic Mathematics Education ◽  
Reflective Abstraction ◽  
Van Hiele ◽  
Level Of Abstraction ◽  
Realistic Mathematics ◽  
Van Hiele Levels ◽  
Mathematical Abstraction

Previous research regarding abstraction has not discussed abstraction qualitatively based on van Hiele levels. Thus, it is necessary to study abstraction analysis based on van Hiele levels through Realistic Mathematics Education (RME) approach. The purpose of this research was to analyze mathematical abstraction based on van Hiele levels of geometry (VHLG) through RME and traditional learning approach reviewed from the levels of prior knowledge. This research employed a descriptive qualitative method involving Year 9 junior high school students as the subjects. The instruments were a mathematical abstraction test, van Hiele geometry test, and interview guidelines. The results of the high- and medium-ability students in the classroom using RME approach showed that VHLG was at the Deduction level and the abstraction ability was dominated by Empirical and Reflective Abstraction, whereas the low-ability students are at the level of Abstraction, they had imperfect Empirical and Reflective Abstraction. As for the high-ability students in the traditional learning classroom, the VHLG was at the level of Abstraction; their Reflective Abstraction was at the Representation level. While concerning the low- and medium-ability students, the VHLG was at the Analysis level; they mastered the Reflective Abstraction at the level of Recognition. This study indicates that the RME approach can trigger the development of mathematical abstraction, and accelerate the van Hiele levels of geometry progress.

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