scholarly journals Developing interactive e-module based on realistic mathematics education approach and mathematical literacy ability

Jurnal Elemen ◽  
2022 ◽  
Vol 8 (1) ◽  
pp. 231-249
Author(s):  
Enggar Tri Aulia ◽  
Rully Charitas Indra Prahmana
Keyword(s):  
Online Learning ◽  
Mathematics Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Literacy Skills ◽  
Realistic Mathematics Education ◽  
Mathematical Literacy ◽  
Teaching Materials ◽  
Realistic Mathematics ◽  
Number Pattern

Teaching and learning activities are carried out online during the pandemic situation. This condition makes the teaching and learning process in the classroom requires teaching materials that can support the learning process. However, some teachers still use teaching materials commonly used during face-to-face learning, which is irrelevant for offline learning. Therefore, teachers need alternative interactive teaching materials that can facilitate online learning. This study aims to produce teaching materials in an interactive e-module based on the Realistic Mathematics Education (RME) approach with the content of number pattern that is valid, practical, and have potentially affected the eight-grade students' mathematical literacy skills. The research method used is design research with type of development studies which include two main stages, namely the preliminary design and the formative evaluation. The data collection instruments used were content and media expert validation sheets, student response questionnaires, and pretest and posttest questions to measure mathematical literacy skills. This research produces an RME-based e-module on number pattern material that is valid, practical, and potentially affects mathematical literacy skills. The results showed that the e-module was valid in content and media quality with very good criteria. Next, the e-module has also been practical from assessing student responses with good criteria. Finally, the e-module can potentially improve students' mathematical literacy skills, which is indicated by the increase in students' mathematical literacy skills after learning to use the e-module. In addition, the e-module developed in this study contributes as alternative teaching material for teachers in the online learning system.

scholarly journals Pengembangan Modul Realistic Mathematics Education Bernilai Budaya Banten untuk Mengembangkan Kemampuan Literasi Matematis Siswa

2019 ◽  
Vol 6 (2) ◽  
pp. 121-135
Author(s):  
Nurul Hilaliyah ◽  
Ria Sudiana ◽  
Aan Subhan Pamungkas
Keyword(s):  
Mathematics Education ◽  
Research Method ◽  
Practical Aspect ◽  
Realistic Mathematics Education ◽  
Development Research ◽  
Mathematical Literacy ◽  
Average Quality ◽  
Teaching Materials ◽  
Realistic Mathematics

This research aimed to develop a textbook and an e-book of teaching materials based on Realistic Mathematics Education (RME) incorporating the value of Bantenese culture to develop mathematical literacy  in social arithmetic; to examine the user's response to the textbook and e-book of teaching materials; and to identify students' mathematical literacy after using the textbook and e-book of teaching materials. The development research method used in this study refers to the research development model, which was initiated by Borg and Gall and adapted by Sugiyono into seven steps. Six expert tests from the material expert test and media expert test have carried out testing of the textbook and e-book teaching materials developed. The results of the study showed that the average  quality of the teaching materials reached 85%,  included in the 'good' category  and the average of the evaluation aspect was 82%, included in the category of "very practical". The results also revealed that the student's responses to the practical aspect for the teaching materials was 90% or  "very practical".  Students' average responses to the teaching materials was also classified as 'good' (89%). Besides, the average effectiveness was 93%, showing that that teaching materials were effective to use for developinh students' mathematical literacy.

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 Development of teaching materials based on learning video using movavi education set at Yayasan Perguruan Tunas Karya Batang Kuis

2021 ◽  
Vol 6 (1) ◽  
pp. 16-21
Author(s):  
Ivan Jaya ◽  
Mahyuddin K. M. Nasution
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Education Sector ◽  
Learning System ◽  
Learning Material ◽  
Teaching Materials ◽  
Face To Face ◽  
Creative Learning ◽  
E Mail

The COVID-19 pandemic that has recently hit various countries including Indonesia has resulted in major changes in various fields, including in the development of the education sector. The teaching and learning process has turned from face-to-face into an online method. However, there are several obstacles experienced by schools that implement an online learning system, one of them was the ability of teachers who do not understand various learning application platforms. In addition, the material provided by the teacher is not maximally acceptable to students because most teachers provide learning material from the pages of textbooks or teacher writings (scans, photos, or presentation files). For this reason, it is necessary to have variations in the provision of teaching materials to students by making interesting and creative learning videos using the Movavi Education Set. With learning videos, students can do lessons at home, repeat it, and can ask the teacher some points from it if they don't understand. By using Movavi Education Set, teachers are also free to be creative in making learning videos that can be shared through commonly used communication applications such as e-mail, WhatsApp, line, google classroom and other applications.

The Influence of the Realistic Mathematics Education Approach and Early Mathematical Ability to Mathematical Literacy

2018 ◽  
Vol 6 (04) ◽  
Author(s):  
Andi Permana Sutisna ◽  
Agus Setyo Budi ◽  
Anton Noornia
Keyword(s):  
Mathematics Education ◽  
Mathematical Ability ◽  
Realistic Mathematics Education ◽  
Mathematical Literacy ◽  
Mathematical Skills ◽  
Group Design ◽  
Mathematical Abilities ◽  
Realistic Mathematics ◽  
Class Viii ◽  
Level 2

This research is based on the low level of Indonesian students mathematical literacy test released by PISA in 2015. The purpose of this research is to examine the influence of Realistic Mathematics Education Approach and the earlymathematical ability to mathematical literacy in statistical materials. This research uses group design by level 2 x 2. This study was conducted in students of class VIII. The result of this research shows that there is influence of Realistic Mathematics Education Approach and early mathematical ability to mathematical literacy on statistical matter. Beside that, the Realistic Mathematics Education Approach not only increases mathematical literacy in students with high early mathematical skills, but also in students with low early mathematical abilities.

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 IMPLEMENTATION OF TEACHING MATERIALS USING A REALISTIC MATHEMATICS EDUCATION APPROACH IN PRIMARY STUDENT MATHEMATICS COMMUNICATION

2020 ◽  
Vol 4 (2) ◽  
pp. 230
Author(s):  
Sylvia Rabbani ◽  
Agni Muftianti
Keyword(s):  
Mathematics Education ◽  
Communication Skills ◽  
Elementary Mathematics ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Young Generation ◽  
Teaching Materials ◽  
Teaching Aids ◽  
Realistic Mathematics ◽  
Used Goods

The main problem in this study is the lack of student communication skills and the lack of RME-based teaching materials that use used goods as a learning medium. The long-term objective of the research to be carried out is to support quality improvement and development of basic and regional education policies at the local and national levels through improving the quality of Indonesia's young generation of hope. The purpose of this study was to obtain an overview of the results of the implementation of teaching materials "mathematics learning in elementary schools". The focus of this research problem is: 1) learning steps using teaching materials and 2). Barriers are felt when learning using these teaching materials. And 3). The implementation of teaching materials uses a realistic mathematics education approach in the communication skills of PGSD students with the help of teaching aids made from used materials. The method used is descriptive qualitative, this study describes the application of elementary mathematics learning teaching materials in mathematics communication of students at the PGSD Siliwangi Teacher Training College and the obstacles in implementing teaching materials. The results of this study were the steps for implementing elementary mathematics teaching materials in mathematics communication for PGSD students..

scholarly journals Realistic Mathematics Education Principles for Designing a Learning Sequence on Number Patterns

Jurnal Kiprah ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 105-112
Author(s):  
Al Jupri ◽  
Dian Usdiyana ◽  
Ririn Sispiyati
Keyword(s):  
High School Students ◽  
Mathematics Education ◽  
Junior High School ◽  
Algebraic Thinking ◽  
Realistic Mathematics Education ◽  
Literature Study ◽  
Learning Sequence ◽  
School Students ◽  
Realistic Mathematics ◽  
Number Pattern

The number pattern is one of mathematics topics taught for junior high school students that relate between arithmetic and algebra domain. This topic bridges arithmetical and algebraic thinking. Therefore, the learning for this topic should be designed meaningfully. This research aims to design a learning sequence on the number patterns using principles of Realistic Mathematics Education (RME). To do this, we used design research method, particularly the preliminary design phase, with the following three steps. First, literature study was conducted to collect student difficulties in the learning of number patterns, relevant studies, and the theory of RME. Second, we observed Indonesian mathematics textbooks addressing the number patterns to see a learning sequence for this topic. Finally, we designed a learning sequence for the number patterns using the RME principles, particularly the reality principle, level principle, and intertwinement principle. The result of this research includes the learning sequence for the number patterns according to the RME principles, which consists of three activities: relationship between patterns and numbers; exploration of numbers; and generalization of number patterns. We conclude that the three principles of RME are fruitful for designing a meaningful learning sequence for the topic of number patterns.

scholarly journals 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

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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