scholarly journals Development of Realistic Mathematics Education (RME) Model Based on HOTS Problems for the Topic of Ratio

2021 ◽  
Vol 5 (2) ◽  
pp. 281
Author(s):  
Rahmawati Rahmawati ◽  
Mayang Gadih Ranti
Keyword(s):  
Mathematics Education ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Realistic Mathematics Education ◽  
Higher Order Thinking Skills ◽  
Realistic Mathematics ◽  
Evaluation Scores ◽  
Validation Score ◽  
Support Students

Learning using Realistic Mathematics Education is a breakthrough in mathematics learning. A difficulty in implementation of PMRI on learning is there are no adequate learning resources or learning media which facilitate PMRI Implementation on learning. This research is aim to develop a PMRI learning pack on ratio topic which consist of Model Book, Teacher’s Book, Student’s Book, Lesson Plan, Worksheets and Evaluation sheets. The product was developed using Higher Order Thinking Skills (HOTS) problems to support students ability to solve problems and develop student’s thinking abillity. Development model used was Plomp Model. From research results we find that the product was valid, practice, and effective. Validation results show that the validation score was 4,19. The practically was obtained by the consistency of practically evaluation scores from expert and learning observation results. The effectiveness was obtained by four indicators, namely: 1) 80% of 35 students gain high or very high score, 2) percentage average of students and teachers activities gain ideal tolerance time, 3) 92,5 % of students give a positive response on learning, and 4) Teacher’s capability to manage to learn good category. Keywords: development, Realistic mathematics education, ratio

scholarly journals Strategi Siswa dalam Mengerjakan Soal Kontekstual dengan Pendekatan Matematika Realistik Topik Persamaan Linear Satu Variabel

2016 ◽  
Vol 7 (1) ◽  
pp. 82-90
Author(s):  
Almu Noor Romadoni ◽  
M. Andy Rudhito
Keyword(s):  
Mathematics Education ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Linear Equations ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
Qualitative Descriptive ◽  
Educational Paradigm ◽  
Math Concepts

Pendidikan Matematika Realistik merupakan pendekatan dalam pembelajaran matematika yang sesuai dengan paradigma pendidikan sekarang. Pendidikan Matematika Realistik menginginkan adanya perubahan dalam paradigma pembelajaran, yaitu dari paradigma mengajar menjadi paradigma belajar. Pada Pembelajaran Matematika Realistik (PMR) mengutamakan pengenalan konsep melalui masalah kontekstual, hal-hal yang konkrit atau dari lingkungan sekitar dengan proses matematisasi oleh siswa dengan mengkonstruksikan idenya sendiri. Tujuan penelitian ini ialah untuk mendeskripsikan bagaimana proses pelaksanaan pembelajaran matematika realistik pada pokok bahasan persamaan linier satu variable. Jenis penelitian ini merupakan penelitian deskriptif kualitatif. Berdasarkan hasil analisis data, bahwa pemahaman konsep matematika siswa dengan pendekatan matematika realistik dapat di lihat bahwa secara keseluruhan kegiatan pembelajaran sudah sesuai dengan rancangan pembelajaran, siswa dapat mengkonstruksi sendiri konsep persamaan linear satu variable dan beberapa kelompok dapat menyelesaikan masalah konstektual sebalum diajarkan cara mengerjakan terlebih dahulu. Saran, sebagai tenaga pengajar hendaknya menciptakan suatu inovasi yang dapat mengembangkan bakat, menumbuhkan minat dan meningkatkan kebiasaan belajar siswa, sehingga konsep belajar matematika yang diperolehnya diharapkan lebih baik.Realistic Mathematics Education is an approach to learning mathematics in accordance with the current educational paradigm. Realistic Mathematics Education wants to change the paradigm of learning, from the paradigm of teaching to be learning. Realistic Mathematics Education (RME) prioritizing the introduction of concepts through contextual issues, things that are concrete or of the surrounding environment with a mathematical process by students with constructing his own. The purpose of this study was to describe how the process of implementation of realistic mathematics learning on the subject of one variable linear equations. This type of research is a qualitative descriptive. Based on the results of data analysis, that the understanding of math concepts students to approach realistic mathematics can be seen that the overall learning activities are in accordance with the lesson plan, students can construct their own concept of linear equations in one variable, and some groups can solve the contextual problem before teacher teach how to solve it first , Suggestions, as teachers should create an innovation that can make growing talent, cultivate interest and enhance the students' learning habits, so the concept is expected to study mathematics gained more better.

scholarly journals DEVELOPMENT OF TEACHING MATERIALS USING A REALISTIC MATHEMATICS EDUCATION APPROACH IN A MULTIPLE INTELLIGENCES PERSPECTIVE OF ELEMENTARY SCHOOL STUDENTS

2020 ◽  
Vol 4 (2) ◽  
pp. 208
Author(s):  
Sukma Murni ◽  
Siti Ruqoyyah
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Multiple Intelligences ◽  
Elementary School Students ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Realistic Mathematics Education ◽  
Teaching Materials ◽  
School Students ◽  
Realistic Mathematics

AbstractThe background of this research is that thinking skills and awareness of the importance of mathematics need to be taught and trained to students from an early age because in everyday life many things are related to thinking skills and awareness of the importance of mathematics. The purpose of this study was to determine the effectiveness of teaching materials using the RME approach in the perspective of elementary school students' multiple intelligences. The method used is descriptive qualitative research with the study population is all elementary schools in the city of Cimahi. The instruments used in this study were written tests, observation, and documentation which were carried out at the pretest and posttest stages. The results of the research achieved were an increase in thinking skills and awareness of elementary students in learning mathematics and the availability of teaching materials using the RME approach. Keywords: Realistic Mathematics Education, Multiple Intelligences, Mathematics Learning.

scholarly journals THE DEVELOPMENT OF JUNIOR HIGH SCHOOL MATHEMATICS LEARNING TOOLS USING REALISTIC MATHEMATICS EDUCATION APPROACH TO RELATIONS AND FUNCTIONS MATERIAL

MaPan ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 343-359
Author(s):  
Julia Noviani ◽  
◽  
Firmansyah Firmansyah
Keyword(s):  
Mathematics Education ◽  
Junior High School ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Learning Tools ◽  
Research Subjects ◽  
Average Value ◽  
Realistic Mathematics ◽  
Effectiveness Assessment

This study aims to produce learning tools using Realistic Mathematics Education approach to relations and functions material. This type of research used the Plomp development model, which consists of three phases, namely the initial investigation phase, the development or prototyping phase, and the assessment phase. The research subjects were grade VIII students of SMPN 2 Takengon. The instruments of research are expert validation sheets, practicality assessment sheets, and effectiveness assessment sheets. The resulting tools include lesson plan, student books, teacher books, and student worksheets. The average assessment of the four aspects of the lesson plan was 3.89 with valid criteria. The average assessment of the three aspects of the teacher's book was 3.98 with valid criteria. The average assessment of three aspects of the student book was 3.97 with valid criteria. The average assessment of two aspects on the student worksheets was 3.75 with valid criteria. Learning implementation 96.86% and carried out well. The teacher's response showed that, on average, 82% of the lesson plan assessment aspects are responded positively by the teacher. The response of student books was obtained by 83.2% of students who gave positive responses to student books and 82.6% of students who gave positive responses to student worksheets. The students’ learning outcomes obtained a classical average value of 74.2. The results of validation and testing of learning tools show that the tools meet the criteria of learning tools developed, referring to valid, practical, and effective.

scholarly journals Developing Mathematical Devices with Characteristics Realistic Mathematics Education

2019 ◽  
Vol 10 (1) ◽  
pp. 1-10
Author(s):  
Melkior Wewe ◽  
I Wayan Juliawan
Keyword(s):  
Mathematics Education ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Average Score ◽  
Realistic Mathematics Education ◽  
Design Development ◽  
Realistic Mathematics ◽  
Analysis Design ◽  
Addie Model

This research aims to generate a mathematics learning media characterized by valid and realistic mathematics education, describes the practicality of the learning media, and measures the results of the learning media toward the students’ learning outcome. This study uses the ADDIE Model which consists of five stages, namely: analysis, design, development, implementation, and evaluation. The final products of this research are the lesson plan (RPP) and student worksheet (LKS) which are characterized by realistic mathematics education. Based on the results of the study, the validity analysis of the developed lesson plan and students’ worksheet that is categorized as valid and in accordance with the classification of a good lesson plan and students’ worksheet. After an assessment and revision of the learning media had been conducted, the implementation of the learning media was carried out. Based on the results of the analysis, the practicality of the product obtains an average score of 88.45% with the highly practical criteria. The analysis of students’ responses toward the worksheet obtains an average score of 4.08 and has fulfilled the practical criteria. The analysis of the teacher’s responses toward the worksheet obtains an average score of 4.58 and has fulfilled the practical criteria. The results of the pretest and posttest analysis show that the developed products have met the effective criteria because the percentage of students' completeness in the pretest was 58.65% and posttest was 81.9% which increased by 23.25%.  

scholarly journals Mathematics Learning Devices Development based on Realistic Mathematics Education on Probability

AL-TA LIM ◽  
2018 ◽  
Vol 25 (1) ◽  
pp. 87-96
Author(s):  
Nana Sepriyanti ◽  
Evi Mega Putri
Keyword(s):  
Mathematics Education ◽  
Mathematics Teacher ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Assessment Instrument ◽  
Design Stage ◽  
Realistic Mathematics Education ◽  
Student Assignment ◽  
Realistic Mathematics ◽  
And Mathematics

The purpose of this  research is to develop mathematics learning devices in the form of Lesson Plan (RPP) and Student Assignment (LKPD) based Realistic Mathematics Education(RME) on probability materials in line with curriculum 2013. In addition, this research aims to describe the quality of developed learning devices in both validity and practicality aspects. This is a development research with 4D model including define, design, develop and disseminate. The researcher modified the development model by simplified the model through limit the research up to develop stage by considering the time and the cost. The define stage consists of: a) curriculum analysis; b) student analysis; and c) concept analysis. The design stage consists of: a) Lesson Plan design; b) Student Assignment design; c) instrument design and validation on assessment instrument of learning devices. Meanwhile, the develop stage consists of: a) the validation of learning devices by the expert and mathematics teacher; b) testing; and c) the questionnaire of both teacher and students responses. This research produces mathematics learning devices in the form of Lesson Plan and Student Assignment basedRealistic Mathematics Education (RME) on Probability materials class X. The research findings shows that according to expert and mathematics teacher assessment, the developed learning devices are valid with 3.25 on average for lesson plan and 3.48 on average for student assignment. The result of the teacher response on the questionnaire shows that student response and interview display that mathematics learning devices in the form of lesson plan and student assignment are practical to be used on mathematics learning particularly on probability materials with 3.50 on average for Lesson Plan and 3.30 on average for Student Assignment.

scholarly journals Designing culturally-rich local games for mathematics learning

2020 ◽  
Vol 13 (1) ◽  
pp. 49-60
Author(s):  
Elly Susanti ◽  
Nur Wiji Sholikin ◽  
Marhayati Marhayati ◽  
Turmudi Turmudi
Keyword(s):  
Mathematics Education ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Test Results ◽  
Strategic Competence ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
Three Stages ◽  
Support Students ◽  
Traditional Game

[English]: This study aimed to design and implement local games-based mathematics learning (das-dasan) to support students' mathematical strategic competence. It consisted of three stages, namely the identification and analysis of traditional game, the design of learning activities based on Realistic Mathematics Education (RME), and the implementation in the classroom which involved twenty 7th-grade students. Data about the local game was collected through observations and interviews with five residents where the game is originated. Data on students’ strategic competence was achieved through a test given to the students after learning. The analysis of test results refers to the indicators of mathematical strategic competence. The present study found that fifteen students are able to achieve all indicators (formulating, representing, and solving the problems) with high scores. Meanwhile, five students could only represent the problems but have not fulfilled the last two indicators. The findings of this study indicate that learning mathematics based on traditional the das-dasan games has a potential to help students develop mathematical strategic competence. Keywords: Learning design, Ethnomathematics, Local game, Das-dasan, RME [Bahasa]: Penelitian ini bertujuan merancang dan mengujicoba pembelajaran matematika berbasis permainan tradisional (das-dasan) sebagai upaya untuk mengembangkan kompetensi strategis matematis siswa. Penelitian ini terdiri dari tiga tahap, yaitu: identifikasi dan analisis permainan tradisional, perancangan pembelajaran berbasis permainan tradisional berdasarkan Realistic Mathematics Education (RME), dan implementasi dalam pembelajaran di kelas yang melibatkan 20 siswa kelas VII. Data terkait permainan tradisional dikumpulkan melalui pengamatan dan wawancara dengan lima warga tempat permainan tersebut berasal. Data kemampuan strategis matematis siswa diperoleh melalui tes yang diberikan setelah pembelajaran. Analisis hasil tes siswa merujuk pada indikator kompetensi strategis matematis siswa. Hasil penelitian menunjukkan 15 siswa berhasil memenuhi semua indikator kompetensi strategis matematis dengan kategori nilai akhir sangat baik. Sedangkan 5 siswa berhasil mencapai indikator pertama (merumuskan masalah) namun belum semua memenuhi indikator merepresentasikan dan menyelesaikan masalah. Temuan penelitian ini menunjukkan bahwa pembelajaran matematika berbasis permainan tradisional das-dasan memiliki potensi untuk membantu siswa mengembangkan kemampuan strategis matematis. Kata kunci: Rancangan pembelajaran, Etnomatematika, Permainan lokal, Das-dasan, RME

Design of Realistic Mathematics Education Approach to Develop Students High-Order Thinking Skill in Online Learning

2021 ◽  
Vol 5 (1) ◽  
pp. 1-11
Author(s):  
Aris Budiyanto ◽  
Pinta Deniyanti Sampoerno ◽  
Makmuri Makmuri
Keyword(s):  
Mathematics Education ◽  
Retrospective Analysis ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Realistic Mathematics Education ◽  
Limit Function ◽  
Higher Order Thinking Skills ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
High Order Thinking

High-level mathematical thinking skills are the main goal in learning mathematics. So far, the practice of learning in schools has not facilitated students to develop these abilities. PMRI (the Indonesian version of realistic mathematics education) is a learning approach that is oriented towards the students` ability to understand the realistic situations that can be imagined and integrated with the ability to understand concepts, use progressive mathematical models, interactivity and take advantage of student contributions are expected to improve students' abilities in learning mathematics. This study aims to determine the implementation of PMRI approach in improving high-order thinking skills of mathematics in class XI SMA Mutiara Bangsa 2 Tangerang on limit function through e-learning. This research was developed based on a research design that includes three, those are preliminary design, experiment, and retrospective analysis. This study was designed with five meetings using six research subjects. The subjects of this study consisted of six students who were selected based on their evaluation test and their activeness during learning process. The research instruments analyzed were formative and summative test results based on higher-order thinking skills, findings note, student questionnaires, and the hypothetical learning trajectory (HLT). The results obtained from the retrospective analysis show that the implementation of PMRI in learning and instruction of limit function is able to develop higher-order thinking skills of class XI students of SMA Mutiara Bangsa 2 Tangerang.

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.

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