Peningkatan Kemampuan Representasi Matematis Dan Kemandirian Belajar Siswa Menggunakan Pendekatan RME

2020 ◽  
Vol 7 (1) ◽  
pp. 1-10
Author(s):  
Yunita Dwi Indriyani ◽  
Satrio Wicaksono Sudarman ◽  
Ira Vahlia
Keyword(s):  
Data Analysis ◽  
Mathematics Education ◽  
Research Study ◽  
Mathematical Representation ◽  
Realistic Mathematics Education ◽  
Program Material ◽  
Self Regulated Learning ◽  
Realistic Mathematics ◽  
Post Test ◽  
Very High

The purpose of this research is to improve the mathematical representation ability and learning independence through the Realistic Mathematics Education (RME) approach in students of class XI IPS 1 SMA N 1 Pekalongan. This type of research is a classroom action research study subjects were students of class XI IPS 1 SMA N 1 Pekalongan consisting of 25 students. This can be seen from the students' mathematical representation ability in linear program material by increasing data analysis (N-Gain) from the pre-survey to the first cycle obtained an average pre-test of 59.2 and an average post-test of 64.8 so that gain 0.30 with a percentage of 30% in the low category. Furthermore, the first cycle to the second cycle obtained an average pre-test of 64.8 and an average post-test of 77.4 so that a gain of 0.53 with a percentage of 53% in the medium category. Independence of student learning from pre-survey to the first cycle with a percentage of 54.6% increased to 65.05% with a high category. Furthermore, from cycle, I to cycle II with a percentage of 65.05% increased to 82.9% with a very high category.Keywords:Mathematical Representation, Self-regulated Learning, RME

scholarly journals The Application of Probing Prompting Learning (PPL) Model with Realistic Mathematics Education (RME) Approach to Increase Understanding of Student Mathematics Concepts

2019 ◽  
Vol 4 (1) ◽  
pp. 33-43
Author(s):  
Andrik Habibi ◽  
Tri Novita Irawati
Keyword(s):  
Data Analysis ◽  
Mathematics Education ◽  
Learning Outcomes ◽  
Test Methods ◽  
Realistic Mathematics Education ◽  
Mathematical Concepts ◽  
Is Research ◽  
Realistic Mathematics ◽  
Mathematic Education ◽  
Realistic Mathematic

Understanding of mathematical concepts is the ability of students to understand facts related to mathematics which can be expressed again in easily understood languages. The problem examined in this study is research on improving mathematical understanding of integer operations through the application of Probing Prompting Learning (PPL) with Realistic Mathematic Education (RME) approach. The method used is observation, documentation, interviews, and test methods, while the data analysis uses the percentage formula of the results of observations and the percentage of completeness of learning outcomes formula. Keyword: probing prompting learning, realistic mathematic education         

scholarly journals PENERAPAN REALISTIC MATHEMATICS EDUCATION BERBASIS BUDAYA ACEH TERHADAP PENINGKATAN HASIL BELAJAR DAN AKTIVITAS SISWA

2020 ◽  
Vol 4 (1) ◽  
pp. 37-43
Author(s):  
Nur Azmi
Keyword(s):  
Mathematics Education ◽  
Random Sampling ◽  
Control Group ◽  
Realistic Mathematics Education ◽  
Control Group Design ◽  
Group Design ◽  
Realistic Mathematics ◽  
Post Test ◽  
Test Control

Penelitian ini bertujuan untuk mengkaji penerapan pendekatan RME berbasis budaya Aceh terhadap peningkatan hasil belajar matematika dan aktivitas siswa. Penelitian ini dikategorikan sebagai penelitian kuantitatif dengan menggunakan deskriptif dan statistik inferensial. Desain penelitian ini berbentuk pre-test post-test control group design, dengan populasi seluruh siswa kelas II SD Negeri 2 Kota Lhokseumawe, dengan mengambil sampel dua kelas (kelas eksprimen dan kelas kontrol) melalui teknik random sampling. Pengumpulan data dilakukan dengan dua jenis instrumen yaitu tes dan non tes. Tes meliputi soal untuk mengukur hasil belajar matematika siswa, dan non-tes berupa  data observer terhadap aktivitas siswa pada pembelajaran matematika realistik berbasis budaya Aceh. Uji statistik yang digunakan dalam penelitian ini adalah statistik deskriptif untuk menyajikan data dan statistik inferensial ANOVA dua jalur. Sebelum ANOVA dua jalur digunakan terlebih dahulu dilakukan uji homogenitas dan normalitas dengan taraf signifikan 5%. Untuk melihat adanya pengaruh peningkatan hasil belajar matematika siswa antara kelompok pemebelajaran matematika realistik berbasis budaya Aceh dengan kelompok konvensional digunakan uji-t pada taraf signifikansi 0,05. Berdasarkan hasil penelitian, diperoleh bahwa 1) Peningkatan hasil belajar matematika siswa yang memperoleh pedekatan pembelajaran matematika realistik berbasis budaya Aceh lebih tinggi daripada peningkatan hasil belajar matematika siswa yang memperoleh pembelajaran biasa / konvensional. (2)Tidak terdapat interaksi antara pendekatan pembelajaran dengan kemampuan awal yang dimiliki siswa (3)  Aktivitas siswa dengan pembelajaran matematika realistik berbasis budaya Aceh lebih aktif dan meningkat serta siswa memberi respon positif.

scholarly journals Conceptual Understanding and Mathematical Representation Analysis of Realistic Mathematics Education Based on Personality Types

2019 ◽  
Vol 10 (2) ◽  
pp. 201-210
Author(s):  
Kowiyah Kowiyah ◽  
Ima Mulyawati ◽  
Khoerul Umam
Keyword(s):  
Mathematics Education ◽  
Conceptual Understanding ◽  
Personality Type ◽  
Personality Types ◽  
Mathematical Representation ◽  
Realistic Mathematics Education ◽  
Mathematical Abilities ◽  
Realistic Mathematics ◽  
Written Form ◽  
Mathematical Problems

Conceptual understanding and representation in mathematics are both important mathematical abilities to develop. Conceptual understanding and representation abilities are needed by students to solve mathematical problems. The aim of this research was to describe the representation of mathematics of RME based on student's personality type, the conceptual understanding in RME based on student's personality type. In this research, 8 PGSD students from artisan, idealist, guardian, and rational personality types were selected as subjects. The methods used in this research were tests, interviews, and documentation of personality type questionnaires of the students according to (Keirsey, 1984)). The tests and interviews were analyzed to describe the conceptual understanding and representation abilities of the students. The results of this research were that the students with the rational personality type were very good at identifying and making examples, traits and conditions. Students with the idealist personality type were very good at identifying verbally and in written form. All four personality types’ conceptual understanding when identifying and distinguishing concepts was still poor. Meanwhile, for the mathematical representation aspect, all four personality types were very good at visual mathematical representation in the form of figures and tables. 

scholarly journals PENGARUH PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA SMP

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Sri Yulianti ◽  
Sri Yulianti
Keyword(s):  
Mathematics Education ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
T Test ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Post Test ◽  
Quasi Experiment ◽  
Teacher Centered

AbstrakPenelitian  ini bertujuan untuk mengetahui pengaruh pembelajaran model Realistic Mathematics Education (RME) terhadap hasil belajar matematika siswa kelas VII di SMP Ba’it Al-Quran Kayuagung tahun ajaran 2019/2020. Penelitian ini dilakukan di SMP Ba’it Al-Quran  tahun  ajaran 2019/2020. Jenis penelitian ini adalah penelitian eksperimen semu (quasi experiment). Teknik pengambilan sampel dalam penelitian ini menggunakan teknik simple random sampling, Sampel penelitian ini adalah kelas VII Cairo sebagai kelas eksperimen dan kelas VII mekah sebagai kelas kontrol. Instrumen tes menggunakan jenis tes essay.  Teknik analisis data dengan cara uji prasyarat dan uji hipotesis. Uji prasyarat berupa uji normalitas dan homogenitas sedangkan uji hipotesis menggunakan analisis statistika  parametrik yaitu  Independent Sample T Test pada taraf signifikansi α = 0,05. Hasil penelitian menunjukkan bahwa terdapat perbedaan hasil belajar anatara siswa yang menggunakan pendekatan Realistic Mathematics Education dengan siswa yang menggunakan pendekatan Teacher Centered .Hal ini di buktikan dari analisis uji  Independent Samples T Test nilai post test diperoleh signifikansi 0,000 <  0,05, maka H0 ditolak. yang artinya pendekatan Realistic Mathematics Education (RME) berpengaruh terhadap hasil belajar matematika siswa  SMP ba’it Al-Quran Kayuagung.Keyword : Pendekatan pembelajaran, RME, prestasi belajar

scholarly journals Pengaruh Penerapan Pendekatan Realistic Mathematics Education (RME) terhadap Kemampuan Koneksi Matematis berdasarkan Self Regulated Learning Siswa Sekolah Menengah Pertama

2019 ◽  
Vol 2 (3) ◽  
pp. 227
Author(s):  
Ade Setiawarni ◽  
Depriwana Rahmi ◽  
Risnawati Risnawati
Keyword(s):  
Mathematics Education ◽  
Control Group ◽  
Realistic Mathematics Education ◽  
Control Group Design ◽  
Group Design ◽  
Self Regulated Learning ◽  
Realistic Mathematics ◽  
Regulated Learning

Penelitian ini dilatarbelakangi oleh adanya fakta dilapangan yang  menunjukkan masih terdapat siswa di SMP Negeri 1 Kampa yang belum optimal memiliki kemampuan koneksi matematis. Adapun hipotesis penelitian ini adalah untuk menyelidiki ada atau tidaknya terdapat perbedaan kemampuan koneksi matematis siswa antara siswa yang memperoleh pembelajaran dengan  pendekatan RME dengan siswa yang memperoleh pembelajaran tanpa pendekatan RME, mengetahui ada atau tidaknya perbedaan kemampuan koneksi matematis antara siswa yang memiliki Self Regulated Learning belajar tinggi, sedang, dan rendah dan ada atau tidak terdapat interaksi antara pendekatan RME dan  Self Regulated Learning belajar siswa terhadap kemampuan koneksi matematis siswa. Penelitian ini merupakan penelitian Quasi Eksperimental dengan desain The Nonequivalent Postest-Only Control Group Design. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII semester genap SMP Negeri 1 Kampa tahun ajaran 2018/2019. Sampel dalam penelitian ini adalah kelas VIII.1 dan VIII.2. Teknik analisis data yang digunakan untuk hipotesis pertama adalah Uji-t sedangkan untuk hipotesis kedua dan ketiga menggunakan anova dua arah. Hasil analisis data dengan menggunakan uji t menunjukkan nilai thitung= 3,470 > ttabel=2,006 sehingga dapat disimpulkan terdapat perbedaan kemampuan koneksi matematis antara siswa yang mengikuti pembelajaran dengan pendekatan RME dengan siswa yang mengikuti pembelajaran tanpa pendekatan RME. Hasil analisis data dengan menggunakan uji anova dua arah untuk  menunjukkan F(B)hitung=95,1 > F(B)tabel=3,19 sehingga dapat disimpulkan terdapat perbedaan kemampuan koneksi matematis antara siswa yang memiliki Self Regulated Learning belajar tinggi, sedang, dan rendah. Sedangkan F(A×B)hitung=-47,2 < F(A×B)tabel=3,19 sehingga dapat disimpulkan bahwa tidak terdapat interaksi antara pendekatan RME dan  Self Regulated Learning belajar siswa terhadap kemampuan koneksi matematis siswa.

scholarly journals PENGARUH PEMBELAJARAN MATEMATIKA REALISTIK TERHADAP KEMAMPUAN MATEMATIS SISWA (DITINJAU DARI KEMAMPUAN REPRESENTASI DAN KOMUNIKASI)

2016 ◽  
Vol 6 (2:) ◽  
pp. 37-44
Author(s):  
Hidayatul Purnama Ariyanti
Keyword(s):  
Mathematics Education ◽  
Communication Skills ◽  
Mathematics Learning ◽  
Mathematical Ability ◽  
Mathematical Representation ◽  
Homogeneity Test ◽  
Realistic Mathematics Education ◽  
International Student Assessment ◽  
Realistic Mathematics ◽  
Education Effect

This research is motivated by the low mathematical ability of students seen in the test results Programme for International Student Assessment (PISA) in 2012. The ability of mathematics not only be based on the ability of understanding only, but there are also other capabilities that factor into the level of mathematical ability of students, among others, representation and communication capabilities. So to overcome this use realistic mathematics learning. Formulation of the problem in this research is "Is there any realistic mathematics education effect on the ability of students' mathematical representation and communication?". The goal was to determine the effect of realistic mathematics learning of the mathematical ability of students' representation and communication. The method used is Posttest-Only Control Design which will give treatment to the realistic mathematics learning experiment class and conventional learning to control class. After treatment, given posttes to measure its influence in the ability of students' mathematical representation and communication. The research instrument in the form of tests which contains the indicator variables. Subjects in this study were 32 students of the control class and 32 students for the experimental class. For data analysis used the t-test previously conducted pre-requisite test the normality and homogeneity test. In this study, H0 reads No realistic mathematics education effect on the ability of students' mathematical representation and communication. And H1 reads no realistic mathematics education effect on the ability of students' mathematical representation and communication. The results show the ability of the student representation is obtained and the communication skills of students obtained which showed that H0 refused on both. It can be concluded that the realistic mathematics instruction affect the ability of students' mathematical representation and communication.   Keywords: Realistic Mathematics Education, Communication Skills, Representation Skills.  

scholarly journals Kemampuan Representasi Matematis Siswa SMP Melalui Pendekatan Pendidikan Matematika Realistik

2017 ◽  
Vol 10 (1) ◽  
pp. 51 ◽  
Author(s):  
Sulastri Sulastri ◽  
Marwan Marwan ◽  
M Duskri
Keyword(s):  
Mathematics Education ◽  
Data Reduction ◽  
Mathematical Expression ◽  
Mathematical Representation ◽  
Realistic Mathematics Education ◽  
Data Display ◽  
Realistic Mathematics ◽  
Banda Aceh ◽  
Low Ability

[Bahasa]: Penelitian kualitatif ini bertujuan untuk mendeskripsikan kemampuan representasi matematis siswa melalui pendekatan Pendidikan Matematika Realistik (PMR). Penelitian ini dilakukan di kelas VII-2 SMP Negeri 6 Banda Aceh yang melibatkan enam siswa.  Kemampuan representasi siswa dianalisis dari hasil tes dan wawancara setelah penerapan PMR melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Berdasarkan hasil tes, subjek penelitian dikategorikan menjadi siswa dengan kemampuan representasi matematika tinggi, sedang dan rendah. Keenam siswa tersebut diwawancara untuk mengonfirmasi hasil tes. Hasil penelitian menunjukan bahwa siswa yang berkemampuan tinggi dan sedang memenuhi ketiga indikator kemampuan representasi matematis yaitu menyajikan data atau informasi dari suatu masalah ke representasi tabel, menyelesaikan masalah yang melibatkan ekspresi matematis, serta menuliskan langkah-langkah penyelesaian masalah matematika dengan kata-kata. Siswa berkemampuan rendah memenuhi dua indikator kemampuan representasi matematis yaitu menyelesaikan masalah yang melibatkan ekspresi matematis dan menuliskan langkah-langkah penyelesaian masalah matematika dengan kata-kata. Kata kunci:   Representasi Matematis; Kemampuan; Pendidikan Matematika Realistik [English]: This qualitative reseach aims at describing students’ representation ability through realistic mathematics education (RME). It is conducted in grade VII-2 SMP Negeri 6 Banda Aceh focusing on the six students. Students’ representation ability is analyzed from the developed test and interview after applying RME through data reduction, data display and conclusion. Based on the result of the test, the subjects are categorized into students who have high, medium and low ability in mathematical representation. They are then interviewed to confirm the test. The research finds that students in high and medium category fulfill the three indicators of mathematical representation, i.e. displaying data or information of a problem into table, solving problems that involve mathematical expression, and write the steps in solving the problems using words. Meanwhile, students in low category can only fulfill the second and third indicator. Keywords:   Mathematics Representation; Ability; RME

scholarly journals Pengaruh Pendekatan Pembelajaran Realistic Mathematics Education dan Contextual Teaching Learning terhadap Pemahaman Konsep dan Komunikasi Matematis

2020 ◽  
Vol 7 (02) ◽  
pp. 239-252
Author(s):  
Mara Samin Lubis
Keyword(s):  
Data Analysis ◽  
Mathematics Education ◽  
Realistic Mathematics Education ◽  
Learning Approach ◽  
Mathematical Communication ◽  
Mathematical Concepts ◽  
Realistic Mathematics ◽  
Quasi Experimental ◽  
Level Of Understanding ◽  
Teaching Learning

This research was conducted to see the extent of students' understanding of concepts and mathematical communication after being treated with learning using the RME and CTL approaches. The approach used in this research is quantitative with a type of quasi-experimental research. The population as well as the sample in this study were 2 classes with a total of 70 XI MAS PAB 2 Medan Estate students. Next to find out the understanding of concepts and mathematical communication students are given a description test. To process the data obtained using ANACOVA; The results of the data analysis test concluded: the level of understanding of the concepts of students who were treated with the RME approach was lower in influence than students who were treated with the CTL approach. The mathematical communication of students who were treated with the RME approach was less influential than students who were treated with the CTL approach. The level of understanding of mathematical concepts and communication of students who were treated with the RME learning approach was lower in influence than students who were treated with the CTL learning approach. Data analysis concluded that there was an interaction effect of applying the learning approach to students' understanding of concepts and mathematical communication.

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