scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN OPERASI PENJUMLAHAN DAN PENGURANGAN PECAHAN DENGAN PENDEKATAN MATEMATIKA REALISTIK BERBANTUAN MEDIA KARTU PECAHAN DI KELAS IV SEKOLAH DASAR

2017 ◽  
Vol 3 (2) ◽  
pp. 405
Author(s):  
Ari Wijayanti
Keyword(s):  
Mathematics Education ◽  
Learning Process ◽  
Realistic Mathematics Education ◽  
Time Interval ◽  
Learning Materials ◽  
Realistic Mathematics ◽  
Addition And Subtraction ◽  
Quality Learning ◽  
D Model ◽  
The Ideal

AbstrakPenelitian ini bertujuan untuk mendeskripsikan proses pengembangan perangkat pembelajaran, menghasilkan perangkat pembelajaran yang baik, dan mendeskripsikan keefektifan pembelajaran operasi penjumlahan dan pengurangan pecahan dengan pendekatan matematika realistik berbantuan media kartu pecahan di Kelas IV Sekolah Dasar. Model pengembangan yang digunakan sebagai acuan adalah model Four-D dari Thiagarajan, Semmel, dan Semmel (1974, p. 5). Model pengembangan ini meliputi empat tahap yaitu Define (pendefinisian), Design (perancangan), Develop (pengembangan) , dan Disseminate (penyebaran). Penelitian ini menghasilkan (1) perangkat pembelajaran yang baik dengan kriteria : (a) kevalidan, hasil penilaian validator terhadap perangkat pembelajaran secara umum berada pada skor 4 dengan kategori valid; (b) kepraktisan, diindikasikan dengan kemampuan guru mengelola pembelajaran berada pada skor 3 ke atas dalam kategori baik; (c) keefektifan, dengan indikator aktivitas siswa memenuhi kriteria efektif sesuai dengan waktu ideal dan ketuntasan hasil belajar siswa secara klasikal mencapai 79 %; (2) Pembelajaran matematika realistik berbantuan media kartu pecahan efektif untuk mengajarkan operasi penjumlahan dan pengurangan pecahan dengan kriteria : (a) hasil belajar siswa tuntas dengan persentase ketuntasan secara klasikal mencapai 82%; (b) kemampuan guru mengelola pembelajaran berada pada skor 3 ke atas dalam kategori baik; (c) aktivitas siswa memenuhi kriteria efektif; (d) respon siswa terhadap pembelajaran positif.Kata Kunci: Perangkat Pembelajaran, Penjumlahan dan Pengurangan Pecahan,  Pendekatan Matematika Realistik, Media Kartu Pecahan  AbstractThis study aims to describe the development process of learning materials, to generate quality learning materials, and to describe the effectiveness of learning addition and subtraction on fractions using realistic mathematics education with fraction card media at fourth grade. This study used Four-D Model of Thiagarajan, Semmel, and Semmel (1974, p. 5). This development model includes four stages : define, design, develop, and disseminate. The result of the study show that (1) the learning materials developed satisfied the following criteria: (a) validity, the result of validation toward the learning materials met valid category at score 4; (b) practicality, shown by the teacher’s capability in managing the learning process which were good at score ≥ 3 for each meeting; (c) effectiveness, shown by the students’ activities in learning process that satisfied the ideal time interval, the classical mastery reached 79 %; (2) Realistic Mathematics Education with fraction card media was effective to teach addition and subtraction on fractions with criteria as follows: (a) the classical mastery on the implementation class reached 82 %; (2) the teacher’s capability in managing the learning process which categorized good at score ≥ 3 for each meeting; (3) the students’ activities in learning process satisfied the ideal time interval; (4) the students’ responses categorized positive. Keyword: Learning Materials, Addition and Subtraction on Fractions, Realistic Mathematics Education, Fraction Card Media

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 Realistic mathematics education: An approach to improve problem solving ability in primary school

2021 ◽  
Vol 15 (4) ◽  
pp. 511-518
Author(s):  
Lutfi Putri Nugraheni ◽  
Marsigit Marsigit
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Primary School ◽  
Mathematical Problem ◽  
Realistic Mathematics Education ◽  
School Students ◽  
Learning Materials ◽  
Problem Solving Skills ◽  
Realistic Mathematics ◽  
Primary School Student

Mathematical problem solving was an crucial skill to be mastered by primary school student so that will help student to unravel their problems encountered in everyday life. By using the realistic mathematics approach, stundents learn mathematical concept based on reality or scope around students. This study aimed to develop an eligible learning materials and test the effectiveness of learning materials based on realistic mathematics education to enhance the problem solving skill of primary school students. This research and development study was conducted in Sawangan Subdistrict, Magelang Regency, Central Java, Indonesia. The testing subjects consisted of 12 students in the the preliminary field, there were 42 students in the main field, and 90 students in the operational field that divided into experiment dan control class. The data were collected by interviews, observation, and tests. The analyzing N-gain score and t-test with a significant level of 0.05 done to find out th effectiveness of the teaching materials. The developed of realistic mathematics eduation learning materials is feasible and effective in improving problem solving skill with significance value of 0.000 (p≤0.05). It can enhance the problem solving skills of 4th grade elementary school.

scholarly journals MATHEMATICAL LEARNING MOTIVATION OF SUBMISSION AND REDUCTION OF PARTICIPANTS IN PRIMARY SCHOOL USING REALISTIC MATHEMATICS EDUCATION (RME)

2019 ◽  
Vol 3 (1) ◽  
pp. 27
Author(s):  
Dodi Ardiansah ◽  
Mia Yusmianti ◽  
Anugrah Ramadhan Firdaus
Keyword(s):  
Mathematics Education ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Distribution Data ◽  
Realistic Mathematics Education ◽  
Motivation To Learn ◽  
Class Iii ◽  
Realistic Mathematics ◽  
The Mean ◽  
Addition And Subtraction

This study aims to explain the application of realistic mathematics education in addition and subtraction mathematics learning in class III of SDN 1 Sudimampir, one of the low motivation of students to learn mathematics addition and subtraction is caused by learning activities that are more teacher-centered, so students are less actively involved in the learning process and result in monotonous learning activities in the classroom. Based on the above problems, improvements can be made to increase motivation to learn mathematics using realistic mathematics education. population and sample in the study focused on class III students, the method used in this study was the experimental method. The data collection technique is to provide learning and working on the problem, then grouping values based on the results of student performance in working on mathematical questions, arranged based on group distribution data for more specific value distribution into the mean median mode and graphs in order to find out the results of applying realistic mathematical methods education is expected to increase students 'motivation to learn mathematics, from the study there was a significant increase in the mean score of students' scores in mathematics learning addition and subtraction, namely ± 67,57.

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 Penerapan Pembelajaran Realistic Mathematics Education dengan Strategi Means Ends Analysis untuk Meningkatkan Kemampuan Berpikir Kritis

2020 ◽  
Vol 2 (1) ◽  
pp. 15
Author(s):  
Helen Utarni ◽  
Fauzi Mulyatna
Keyword(s):  
Critical Thinking ◽  
Mathematics Education ◽  
Action Research ◽  
Learning Process ◽  
Realistic Mathematics Education ◽  
Critical Thinking Ability ◽  
Realistic Mathematics ◽  
Thinking Ability ◽  
Planning Implementation ◽  
Essay Test

This research is an effort to improve students' critical thinking ability by applying Realistic Mathematics Education (RME) learning with Means Ends Analysis (MEA) strategy. The method used in this research is classroom action research in 2 cycles. Each cycle passes through 4 stages; they are planning, implementation, observation, and reflection. The learning process in class X IPS-3 for each cycle uses RME approach with MEA strategy. Students are given an essay test at each end of the cycle to measure their critical thinking abilities. Conclusion shows that students’ critical thinking ability increases from 56% (cycle I) to 84% (cycle II) by applying RME approach with MEA strategy.

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