scholarly journals Desain Pembelajaran Luas Lingkaran dengan Konteks Explore Dapur Berbasis Realistic Mathematics Education (RME) di Kelas VIII Sekolah Menengah Pertama (SMP)

2019 ◽  
Vol 1 (4) ◽  
pp. 37-44
Author(s):  
Asep Budiyono ◽  
Widya Kusumaningsih ◽  
Irkham Ulil Albab
Keyword(s):  
Mathematics Education ◽  
Design Research ◽  
Teaching Experiment ◽  
Learning Trajectory ◽  
Realistic Mathematics Education ◽  
Pilot Experiment ◽  
Realistic Mathematics ◽  
Hypothetical Learning Trajectory

Penelitian ini bertujuan untuk mengetahui peran Hypothetical Learning Trajectory(HLT)dalam membantu siswa dalam memahami konsep luas lingkaran serta mengetahui strategi yang digunakan oleh siswa terhadap Hypothetical Learning Trajectory(HLT) yang diberikan. Penelitian ini dilaksanakan di SMP Negeri 3 Petarukan, Kabupaten Pemalang. Subjek penelitian adalah siswa kelas VIII, dengan melalui 2 tahap yaitu pilot experiment melibatkan 6 siswa dari kelas VIII C dan dilanjutkan teaching experiment yang melibatkan 30 siswa dari kelas VIII B. Penelitian ini menggunakan metode design research yang didalamnya terdapat HLT yang memegang peranan sangat penting sebagai desain dan instrumen penelitian. Pembelajaran dalam penelitian ini menggunakan konteks peralatan dapur yaitu gelas, piring dan mangkuk sesuai dengan karakteristik dari RME. Hasil Penelitian menunjukkan bahwa Hypothetical Learning Trajectory (HLT) dapatmembantu siswa 1) membuat potongan juring lingkaran dan mengubahnya menjadi sebuah bangun datar baru yaitu trapesium, 2) menemukan sendiri konsep luas lingkaran dengan pendekatan trapesium, 3) menyelesaikan permasalahan dalam kehidupan sehari-hari yang berkaitan dengan konsep luas lingkaran. Adapun strategi yang digunakan siswa yaitu 1)mensketsakan permukaan perlatan dapur berupa lingkaran, 2) membandingan keliling dan diameter lingkaran untuk memperoleh nilai phi, 3)menyusun juring menjadi trapesium dan memformulasikan konsep luas lingkaran, 4) menerapkan konsep luas lingkaran.

scholarly journals DESAIN PEMBELAJARAN UKURAN PEMUSATAN DATA MENGGUNAKAN KONTEKS GAME RATING

JIPMat ◽  
2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Widya Kusumaningsih ◽  
Irkham Ulil Albab ◽  
Septian Dwi Angga
Keyword(s):  
Design Research ◽  
Teaching Experiment ◽  
Learning Trajectory ◽  
Pilot Experiment ◽  
Hypothetical Learning Trajectory

Penelitian ini bertujuan untuk mengetahui peran Hypothetical Learning Trajectory (HLT) dalam membantu siswa memahami konsep ukuran pemusatan data. Penelitian ini dilaksanakan di SMPN 3 Ungaran. Subjek penelitian adalah siswa kelas VIII, dengan 2 tahap yaitu pilot experiment yang melibatkan 6 siswa dari kelas VIII B dan dilanjutkan teaching experiment yang melibatkan 25 siswa dari kelas VIII C. Penelitian ini menggunakan metode design research yang menggunakan HLT. HLT memegang peran yang sangat penting sebagai desain dan instrumen utama dalam penelitian. Kegiatan pembelajaran dalam penelitian ini menggunakan konteks game rating. Hasil penelitian menunjukkan bahwa HLT dapat membantu siswa 1) menemukan sendiri bagaimana menghitung mean, median dan modus melalui bentuk representasi matematis, 2) menemukan sendiri konsep ukuran pemusatan data, 3) menyelesaikan permasalahan dalam kehidupan sehari-hari yang berkaitan dengan konsep ukuran pemusatan data. Hasil dari penelitian ini menunjukkan bahwa melalui serangkaian aktivitas yang telah dilakukan membantu siswa dalam pembelajaran ukuran pemusatan data.

scholarly journals THE EFFECT OF REALISTIC MATHEMATICS EDUCATION (RME) ON THE UNDERSTAND MATHEMATICAL CONCEPTS SKILLS OF ELEMENTARY STUDENTS USING HYPOTHETICAL LEARNING TRAJECTORY (HLT)

2020 ◽  
Vol 4 (1) ◽  
pp. 89
Author(s):  
Winarti Dwi Febriani ◽  
Geri Syahril Sidik
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Elementary Education ◽  
Learning Trajectory ◽  
Realistic Mathematics Education ◽  
Mathematical Concepts ◽  
Significance Level ◽  
Realistic Mathematics ◽  
Significant Difference ◽  
Hypothetical Learning Trajectory

The background of this research is the difficulty in teaching mathematics concepts to fourth graders in elementary school. So we need activities that can bridge the initial abilities of students with abilities that must be mastered by students. One of the alternatives that can bridge students to learn mathematical concepts is by implementing Realistic Mathematics Education (RME) learning using Hypothetical Learning Trajectory (HLT). The research is aimed to describe and analyze the existence of significant differences in improvement of students’ understanding mathematical concepts skills who learned and not learned used Realistic Mathematics Education (RME) with HLT. This research method is quasi-experimental with the pretest-postest nonequivalent design. The data collection instrument used was a understanding mathematical concepts skills test. The population of this research is all fourth grade students in one elementary school located in the district of Tawang, Tasikmalaya. The results showed that based on the data analysis N-gain scores understanding mathematical concepts skills using the Mann-Whitney U test, the value of sig. 0.033 is less than the significance level (𝛼 = 0.05), then H0 is rejected and Ha is accepted. So, it can be said that the increased understanding the mathematical concepts skills of the experimental class is higher than the control class. therefore, it can be concluded that there is a significant difference in improvement students’understanding mathematical concepts skills who learned and not learned used RME with HLT. The recommendation of this research is to conduct further research that can develop RME-based Learning Trajectory in mathematics.Keywords: Mathematics; Realistics Mathematics Education, Understanding mathematical concepts skills; Elementary education; Fraction.

scholarly journals DESAIN PEMBELAJARAN MATERI HUBUNGAN ANTAR GARIS YANG MENDUKUNG PEMAHAMAN KONSEP SISWA

2021 ◽  
Vol 5 (1) ◽  
pp. 60
Author(s):  
Rika Firma Yenni ◽  
Malalina Malalina
Keyword(s):  
Retrospective Analysis ◽  
Design Research ◽  
Teaching Experiment ◽  
Learning Trajectory ◽  
Design Experiment ◽  
Preliminary Design ◽  
Instructional Theory ◽  
Pilot Experiment ◽  
Starting Point ◽  
Hypothetical Learning Trajectory

Peran guru tak lebih dari seorang fasilitator, moderator atau evaluator. sedangkan peran siswa lebih banyak aktif untuk berfikir dan mengkomunikasikan argumentasinya, menjustifikasi jawaban, serta melatih nuansa demokrasi dengan menghargai pendapat atau strategi teman lain. Penelitian ini bertujuan menghasilkan Local Instructional Theory (LIT) dalam pembelajaran materi hubungan antar garis yang mendukung pemahaman konsep siswa di kelas IV Sekolah Dasar. Pada materi ini, menuntut siswa dapat menyelesaikan permasalahan hubungan antar garis secara kontekstual. Subjek penelitian adalah siswa kelas IV MI Fajar Siddiq Palembang. Metode yang digunakan adalah design research terdiri dari tiga tahap, yaitu: preliminary design, design experiment (pilot experiment dan teaching experiment), dan retrospective analysis. Namun pada penelitian ini hanya dilakukan sampai pada tahap pilot experiment. Penelitian ini mengembangkan hasil pembelajaran hubungan antar garis dengan menunjukkan aktivitas dan prosedur serta strategi siswa dalam menemukan ide atau strategi dalam mendeskripsikan materi hubungan antar garis. Pada bagian ini, akan dibahas penggunaan garis lurus sebagai starting point pembelajaran hubungan antar garis dengan Pendidikan Matematika Realistik Indonesia (PMRI) sebagai pendekatan yang mendukung aktivitas dari penggunaan konteks tersebut. Selain itu, perubahan dari Hypothetical Learning Trajectory (HLT) ke Learning Trajectory (LT) melalui aktivitas, dilakukan dengan pengumpulan data menggunakan lembar observasi, wawancara, rekaman video, foto, dan lembar aktivitas siswa

scholarly journals LEARNING INTEGERS WITH REALISTIC MATHEMATICS EDUCATION APPROACH BASED ON ISLAMIC VALUES

2020 ◽  
Vol 11 (3) ◽  
pp. 363-384
Author(s):  
Muslimin Muslimin ◽  
Ratu Ilma Indra Putri ◽  
Zulkardi Zulkardi ◽  
Nyimas Aisyah
Keyword(s):  
Mathematics Education ◽  
Learning Process ◽  
Design Research ◽  
Learning Trajectory ◽  
Realistic Mathematics Education ◽  
Student Responses ◽  
Realistic Mathematics ◽  
Collaboration And Communication ◽  
The Right ◽  
Islamic Values

Mathematical learning not only produces students who succeed in mathematical and procedural calculations but also develops religious thinking. Realistic mathematics education with the context of Islamic values makes students can imagine, which is one of the right ways to develop the skills of students’ creativity, collaboration, and communication. This study aims to describe the learning trajectory that can help students understand integers with a realistic mathematics education approach based on Islamic values. It is hoped that student responses are positive, meaningful, and enjoyable. This research uses the design research method, which is a form of a qualitative approach. There are three stages in this research, namely: preliminary design, experimental design, and retrospective analysis. The results showed that the Hypothetical Learning Trajectory (HLT) trial with an Islamic value-based context showed significant progress based on student responses. Initially, students had difficulty understanding integers, but they felt delighted to follow the learning process along with the habituation. The HLT technique used in habituation was through pilot experiments, followed by teaching experiments. Students respond very positively and are happy to follow it by seeing the very significant development of their abilities during the learning process.

scholarly journals Design research on applied Realistic Mathematics Education (RME) approach in teaching math for vocational college

2019 ◽  
Vol 9 (3) ◽  
pp. 294-306
Author(s):  
Sri Imelda Edo ◽  
Wahyuni Fanggi Tasik
Keyword(s):  
Mathematics Education ◽  
Design Research ◽  
Research Result ◽  
Learning Trajectory ◽  
Design Experiment ◽  
Realistic Mathematics Education ◽  
Vocational College ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
Research Questions

Several studies documented that mathematics, as it is taught in general secondary education, is far away from what is needed for most fields of vocational practice. Some studies found that workplace mathematics demands are very different from traditional mathematics taught in classrooms. Therefore, this study aims to design a learning trajectory for teaching mathematics in vocational college, oriented on the Realistic Mathematics Education (RME) approach to improve students’ understanding and motivation in learning mathematics. Design research was chosen as an appropriate method to answer the research questions and achieve the research goals. Design research methods consist of three phases, namely preliminary design, experiment, and retrospective analysis. The research result shows that the learning trajectory can improve students’ understanding. Students enjoy the learning process and give a very enthusiastic response.

scholarly journals Pengaruh Pendekatan Pendidikan Matematika Realistik Berbasis Etnomatematika terhadap Komunikasi Matematis Siswa Sekolah Dasar

2020 ◽  
Vol 3 (1) ◽  
pp. 30-34
Author(s):  
Suci Nooryanti ◽  
Sri Utaminingsih ◽  
Henry Suryo Bintoro
Keyword(s):  
Mathematics Education ◽  
Design Research ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Homogeneity Test ◽  
Realistic Mathematics Education ◽  
Mathematical Communication ◽  
Class V ◽  
Realistic Mathematics ◽  
Communication Ability

The purposive of this study are (1) the average mathematical communication abilities of students who have learned by applying the ethnomatemics-based Realistic Mathematics Education approach, (2) the mastery of learning mathematical communication abilities of students who are taught with the Mathematics-Based Realistic Mathematics approach. This type of research is quantitative with true experimental design research design using the form of Posttest Only Control. The sample uses a simple random sampling technique and is carried out in class V SD 5 Jepang as an experimental class and class V SD 1 Gulang as a control class. Data collection techniques are tests of students' mathematical communication abilities. Data analysis techniques in this study include normality test, homogeneity test, average difference test and learning completeness test. The results showed that (1) the average mathematical communication ability of the experimental class students was higher than the average mathematical communication ability of control class students with expository learning; (2) students' mathematical communication abilities with ethnomatemicsbased Realistic Mathematics Education approach achieve mastery learning.

scholarly journals THE DEVELOPMENT OF STUDENTS’ THINKING USING COLORED CARDS TOWARDS INTERSECTION AND UNION CONCEPT

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Mika Meitriana Manurung ◽  
Hening Windria ◽  
Lukman Fakhmi
Keyword(s):  
Mathematics Education ◽  
Junior High School ◽  
Word Problems ◽  
Design Research ◽  
Venn Diagram ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Crucial Part ◽  
Is Design ◽  
Development Of Students

Intersection and union concepts are crucial part of operation in sets, especially in solving word problems and creating the venn diagram. In fact, not a few students do fallacies in representing sets word problems into a sets operation, so they do mistakes in solving the problems. This study aims to investigate students’ thinking in learning intersection and union concept, specifically by using colored cards. The learning is designed under Realistic Mathematics Education (RME) approach and the principle used is emergent modeling. The method used in this study is design research. The subjects of this study is 25 students of the 7th grade junior high school, in which five of them were the focused group. The main findings in this study are description of students’ thinking while learning union and intersection using colored cards in the class, and any kinds of students’ ‘diagram venn’models. Keywords: design research, intersection, realistic mathematics education, union, venn diagram

scholarly journals DESIGNING LEARNING ROTATION USING THE CONTEXT OF BAMBOO WOVEN MOTIF

2020 ◽  
Vol 4 (2) ◽  
pp. 100
Author(s):  
Maryati Maryati ◽  
Rully Charitas Indra Prahmana
Keyword(s):  
Design Research ◽  
Learning Trajectory ◽  
Realistic Mathematics Education ◽  
Preliminary Design ◽  
Realistic Mathematics ◽  
Formal Level ◽  
Three Stages ◽  
Transformation Geometry ◽  
Ninth Grade Students ◽  
Design Experiments

An essential part of learning transformation geometry is rotation. Before learning more about other parts of the transformation geometry topic, such as translation, dilation, and reflection, firstly, students are required to understand well about rotation. However, several students have not been able to understand this subject properly due to the stages of learning in the rotation has not been appropriately arranged. Thus, this study aims to design a student learning trajectory in learning rotation, which develop from informal to formal level through the Indonesian Realistic Mathematics Education (IRME) approach. Furthermore, researchers used a design research method divided into three stages, namely preliminary design, design experiments, and retrospective analysis. This study describes how the bamboo woven motif contributes significantly to 31 ninth-grade students understanding the rotation concept. As a result, the woven bamboo motif's context can stimulate students' understanding of rotation. It is proven based on the strategies and models of students during their learning process which contributes to their fundamental knowledge of rotation.

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