Penerapan Pembelajaran Matematika Realistik untuk Meningkatkan Kemampuan Pemecahan Masalah Matematik Siswa Di MIN 2 Padangsidimpuan

2020 ◽  
Vol 8 (01) ◽  
pp. 41-54
Author(s):  
Lili Nur Indah Sari
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Primary Data ◽  
Mathematical Problem Solving ◽  
Average Increase ◽  
Initial Test ◽  
Class V ◽  
Realistic Mathematics ◽  
Mathematical Problems

This study aims to improve the ability to solve mathematical problems with the application of realistic mathematics learning. From the students' initial abilities, it can be seen that students in class V MIN 2 Padang sidimpuan still have a fairly low average grade. The study used classroom action research as much as 2 cycles. The subjects of this study were students of class V MIN 2 Padangsidimpuan which were primary data. The research instrument in this study was a test of students' mathematical problem solving abilities and observation sheets. Based on the results of data analysis, it can be concluded that the average increase in students' mathematical problem solving ability from the initial test is 19.833 (19.833%) categorized as very poor to 51.083 (51.083%) which is not good enough in the first cycle and becomes 83.083 (83.083%) in the good category in the cycle II.

scholarly journals Efektivitas Pembelajaran Matematika Realistik Terhadap Kemampuan Pemecahan Masalah Matematik Siswa Kelas VII SMP

2018 ◽  
pp. 1-9
Author(s):  
Ananda Ria Pertiwi Sinaga
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Learning Approaches ◽  
Learning Attitudes ◽  
Realistic Mathematics ◽  
Quasi Experimental ◽  
Academic Year

This study aims to (1) find out whether the mathematical problem-solving abilities of students who are taught by realistic mathematics learning were higher than those students who were taught using conventional learning; (2) knowing students' learning attitudes towards realistic mathematics learning approaches. This research is a quasi-experimental study with a quantitative approach. This research was conducted in class VII of the Junior High School 28 Medan 2017/2018 Academic Year where the population of this study was all class VII. Samples from this study were class VII-G as the experimental class and class VII-F as the control class. Based on the results of the analysis of calculations, the following data are obtained: (1) the results of analysis of realistic mathematical learning on students' mathematical problem-solving abilities using the t-test found that ttable = 1.68 and tcount = 3.6821 so tcount> ttable then concluded that H0 is rejected and Ha be accepted. The mathematical problem-solving abilities of students who are taught by realistic mathematics learning was higher than conventional learning. (2) student responses were very positive towards realistic mathematics learning with an average of ≥ 86.03.

scholarly journals Penerapan Pendekatan Matematika Realistik Terhadap Kemampuan Pemecahan Masalah Matematis Siswa

2016 ◽  
Vol 1 (2) ◽  
pp. 163-173
Author(s):  
Sarbiyono Sarbiyono
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Realistic Mathematics ◽  
Conventional Methods ◽  
Essay Test

This paper discusses of difference to increasing ability of mathematical problem solving of students who obtain realistic mathematics approach and students who received conventional methods. Subject of this research are X.I as experimental class and X.G as controls class, in which every class consist of 40 students. The instrument used to measure the ability of a test of problem solving is a five essay test. While the analysis used in the study were different test average. The conclusion of this study are: mathematical problem solving ability of students who obtain realistic mathematics learning is higher than the mathematical problem solving ability of students who acquire learning by conventional methods.

scholarly journals PENDEKATAN MATEMATIKA REALISTIK UNTUK MEMBANGUN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS XI IPS PADA MATERI PELUANG [REALISTIC MATHEMATICS EDUCATION IN BUILDING THE MATHEMATICS PROBLEM-SOLVING ABILITIES OF GRADE 11 SOCIAL SCIENCE TRACK STUDENTS STUDYING PROBABILITY]

2019 ◽  
Vol 2 (2) ◽  
pp. 119
Author(s):  
Susiana Juseria Tambunan ◽  
Debora Suryani Sitinjak ◽  
Kimura Patar Tamba
Keyword(s):  
Problem Solving ◽  
Social Science ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Mathematics Problem Solving ◽  
Realistic Mathematics ◽  
Mathematical Problems ◽  
Mathematic Education ◽  
Realistic Mathematic ◽  
Grade 11

<p>This research aims to build students’ abilities in mathematical problem-solving and to explain the uniqueness of the steps of realistic mathematic education in building the problem-solving abilities of a grade 11 (social science track) class in the study of probability at one of the schools in Kupang. The observation results found that every student was having difficulties to solving the mathematical problems, particularly the narrative questions. The research method is Kemmis and Taggart model of Classroom Action Research which was conducted in three cycles, from October 4 to November 3 with twenty-four students. Triangulation had been done to every instrument of variable. The data of mathematical problem-solving was obtained from the students by using test sheets, questionnaires, and student’s discussion sheets. Meanwhile, the data of realistic mathematic education’s variable was obtained from three sources: mentors, two colleagues, and students that were using test sheets, questionnaires, and student’s discussion sheets. The results showed that the fourteen-steps of Realistic Mathematic Education that had been done were able to build mathematical problem-solving abilities of the students. This was evidenced through the increase of three indicators of mathematical problem-solving in every cycle. The average increase of indicators of mathematical problem-solving of the grade 11 students from the first to the third cycle was 10%. Therefore, it can be concluded that the Realistic Mathematics Approach can build the ability of problem-solving of grade 11 students in a social science track studying probability at one of the schools in Kupang.</p><strong>BAHASA INDONESIA </strong><strong>ABSTRACT</strong>: Penelitian ini bertujuan untuk membangun kemampuan pemecahan masalah matematis siswa dan menjelaskan kekhasan langkah-langkah pendekatan matematika realistik untuk membangun kemampuan tersebut di salah satu sekolah di Kupang kelas XI IPS pada materi peluang topik kaidah pencacahan. Pada hasil pengamatan ditemukan bahwa setiap siswa kesulitan dalam memecahkan masalah matematis khususnya soal berbentuk cerita. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas model Kemmis dan Taggart yang berlangsung selama tiga siklus, yaitu 04 Oktober – 03 November kepada 24 orang siswa. Triangulasi dilakukan pada setiap instrumen variabel. Data variabel kemampuan pemecahan masalah matematis diperoleh dari siswa menggunakan lembar tes, lembar angket, dan lembar diskusi siswa. Sedangkan data variabel tingkat pelaksanaan pendekatan matematika realistik diperoleh dari tiga sumber, yaitu mentor, dua orang rekan sejawat, dan siswa menggunakan lembar observasi, lembar angket, dan lembar wawancara. Hasil penelitian menunjukkan bahwa keempat belas langkah-langkah pendekatan matematika realistik yang terlaksana dengan baik sekali mampu membangun kemampuan pemecahan masalah matematis setiap siswa kelas XI IPS di salah satu sekolah di Kupang. Hal ini dinyatakan melalui peningkatan ketiga indikator pemecahan masalah matematis di setiap siklus. Peningkatan rata-rata indikator pemecahan masalah matematis siswa kelas XI IPS dari siklus pertama sampai ketiga adalah sebesar 10%. Oleh karena itu, dapat disimpulkan bahwa pendekatan matematika realistik dapat membangun kemampuan pemecahan masalah matematis siswa kelas XI IPS di salah satu sekolah di Kupang pada materi peluang topik kaidah pencacahan.

scholarly journals Pengembangan Local Instructional Theory Pada Topik Pembagian dengan Pendekatan Matematika Realistik

2020 ◽  
Vol 4 (1) ◽  
pp. 01
Author(s):  
Ahmad Fauzan ◽  
Yerizon Yerizon ◽  
Fridgo Tasman ◽  
Rendy Novri Yolanda
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Problem Solving Skills ◽  
Realistic Mathematics ◽  
Mathematical Problems ◽  
Parametric Statistics ◽  
Instruction Theory ◽  
Local Instruction Theory

This research aimed to develop local instruction theory that is valid, practical, and effective to help elementary school students developing their mathematical problem-solving skills. Therefore a sequential activityis design on dailybasis to encourage students to develop their ability to solve mathematical problems, especially on the topic division. To achieve the goal, realistic mathematics approach was implemented to grade three elementary students in the learning process. The designed activities were validated by experts on the aspects of mathematical contents, language, didactical process based on realistic mathematical approach. Data were analyzed with descriptive statistics and parametric statistics. The validation results show that the local instruction theory was valid, and the implementation shows that the local instruction theory is practical and effective in improving students' mathematical problem-solving skills.

scholarly journals The Effect of Problem Based Learning and Learning Motivation of Mathematical Problem Solving Skills of Class 5 Students at SDN 0407 Mondang

2020 ◽  
Vol 3 (1) ◽  
pp. 531-539
Author(s):  
Arif Mahmuda Pohan ◽  
Asmin Asmin ◽  
Asih Menanti
Keyword(s):  
Problem Solving ◽  
Student Learning ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Learning Motivation ◽  
Mathematical Problem Solving ◽  
Learning Methods ◽  
Class V ◽  
Academic Year

This study aims to: 1) find out whether students' mathematical problem solving abilities that are taught with problem based learning are better than students who are taught by direct learning. 2) find out whether the mathematical problem solving ability of students who have high learning motivation is better than students who have low learning motivation. 3) find out whether there is an interaction between learning and student learning motivation towards students' mathematical problem solving abilities. This study uses a quasi-experimental method with a 2x2 factorial design. The study population was fifth grade students (five) in the odd semester of the 2017/2018 Academic Year at SDN 0407 Mondang which consisted of two classes with a sample of 50 students. The class used as the sample of the experimental group is class V A with 25 students and the control class is class V B with 25 students. Thus the sample selection is done by total sampling technique. Data was collected by student achievement test and student motivation instrument. The collected data was processed statistically using a two-way variance (anava) analysis technique with a significance level of 0.05. The results showed that (1) There was an influence of problem-based learning methods on the mathematical problem solving ability of Class V students of SD Negeri 0407 Mondang 2017/2018 Academic Year; (2) There is an influence of student learning motivation on the mathematical problem solving ability of fifth grade students of SD Negeri 0407 Mondang for the Academic Year 2017/2018; and (3) There is an interaction between problem-based learning methods and students' motivation to the mathematical problem solving ability of students of Class V of SD Negeri 0407 Mondang 2017/2018 Academic Year. Practically, this study recommends that teachers use problem-based learning methods in mathematics learning and pay attention to the level of student motivation so that the learning design is adjusted to that motivation level. Theoretically, this study contributes to adding knowledge related to problem-based mathematics learning in elementary schools. Further studies can deepen studies related to the suitability of student characteristics with the selected learning method because these aspects are indicated as one of the key factors for student learning success.

scholarly journals Intuisi Siswa SMK dalam Memecahkan Masalah Matematika Ditinjau dari Kemampuan Matematika dan Perbedaan Gender

2017 ◽  
Vol 4 (1) ◽  
pp. 35-52 ◽  
Author(s):  
Nazariah Nazariah ◽  
Marwan Marwan ◽  
Zainal Abidin
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Mathematical Ability ◽  
Mathematical Problem Solving ◽  
Ability Test ◽  
Mathematical Problems ◽  
Gender Factor ◽  
High Level ◽  
The Way

Mathematics learning activities would not be separated from the problem of mathematics. The  mathematical will be a problems if  in solving  problem  students does not immediately know the answer, but it takes time to think what steps should be taken to resolve the issue. In fact, many students are good at solving mathematical problems often use smart ways beyond of expectations and habits, thereby providing a short and accurate answer. in contrast to the students who have moderate or low mathematical ability, the way that used to solve the problem tend to give answers  lengthy and sometimes less accurate, although many low of  students math skills who have difficulties to find a way to solve mathematical problems. It showed that, there is a correlation between mathematical abilities of the students with intuition that students use in solving mathematical problems. On the other hand, the gender factor influencing the way to gain knowledge of mathematics. The influence of the gender factor in the process of conceptualization showed that gender may affect the use of intuition in understanding mathematical concepts. The aims of this study is to determine the differences between women's and men’s intuition on vocational students who have a high level of mathematical ability, medium and low in mathematical problem solving. This study used a qualitative approach with descriptive research  without the use of statistical analysis. the population is a whole class X SMK 1 Banda Aceh by taking six subjects consisted of 3  male and 3 female subjects at various levels, through learning achievement tests and consultation with subject teachers. Data collected by using a test instrument covering mathematical problem solving ability test and an interview. Based on this research, note that: 1) The differences characteristic between women and men on the subjects intuition  in solving mathematical problems by using  solving Polya; 2) the differences intuition subjects  between men and and women in solving mathematical problems by solving Polya; 3) There are differences intuition on various materials.

scholarly journals Pengaruh Gaya Kognitif dan Motivasi Belajar Matematika Terhadap Kemampuan Pemecahan Masalah Matematika Mahasiswa PGSD

2019 ◽  
Vol 3 (3) ◽  
pp. 186
Author(s):  
Rahmawati Patta ◽  
Muhammad Idris Jafar ◽  
Syamsuddin S
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Learning Motivation ◽  
Mathematical Problem Solving ◽  
Motivation To Learn ◽  
Independent Field ◽  
Mathematical Problems ◽  
And Mathematics

This study aims to determine the effect of cognitive style and motivation to learn mathematics on the ability to solve mathematical problems. The research method used is ecso facto research by using the Geft test instrument to measure cognitive style, a learning motivation scale questionnaire and a test of mathematical problem solving abilities. The population in this study was PGSD Bone Campus VI FIP UNM students who programed an introductory course on basic mathematics. The data analysis technique used is Two-Way Anova. The results showed that (a) cognitive style significantly influenced the ability of mathematical problem solving, (b) the motivation to learn mathematics had a significant positive effect on the ability to solve mathematical problems, (c) the cognitive style and mathematics learning motivation together significantly influenced on the ability to solve mathematical problems, (d) there are differences in the ability to solve mathematical problems based on cognitive style and learning motivation where the independent field skills with high mathematical learning motivation results in the ability to solve mathematical problems in the good category. Conclusion cognitive style and motivation to learn mathematics have a significant influence on the ability to solve mathematical problems.

scholarly journals Students’ suspension of sense making in problem solving

ZDM ◽  
2021 ◽  
Author(s):  
Gemma Carotenuto ◽  
Pietro Di Martino ◽  
Marta Lemmi
Keyword(s):  
Problem Solving ◽  
Qualitative Study ◽  
Word Problem ◽  
Word Problems ◽  
Mathematical Problem ◽  
Critical Issue ◽  
Mathematical Problem Solving ◽  
Sense Making ◽  
Mathematical Problems

AbstractResearch on mathematical problem solving has a long tradition: retracing its fascinating story sheds light on its intricacies and, therefore, on its needs. When we analyze this impressive literature, a critical issue emerges clearly, namely, the presence of words and expressions having many and sometimes opposite meanings. Significant examples are the terms ‘realistic’ and ‘modeling’ associated with word problems in school. Understanding how these terms are used is important in research, because this issue relates to the design of several studies and to the interpretation of a large number of phenomena, such as the well-known phenomenon of students’ suspension of sense making when they solve mathematical problems. In order to deepen our understanding of this phenomenon, we describe a large empirical and qualitative study focused on the effects of variations in the presentation (text, picture, format) of word problems on students’ approaches to these problems. The results of our study show that the phenomenon of suspension of sense making is more precisely a phenomenon of activation of alternative kinds of sense making: the different kinds of active sense making appear to be strongly affected by the presentation of the word problem.

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