scholarly journals Upaya Meningkatkan Hasil Belajar Matematika Materi Pecahan Senilai Melalui Model Realistic Mathematics Education Siswa Kelas IV SDN 44 Bengkulu Tengah

Jurnal PGSD ◽  
2021 ◽  
Vol 14 (1) ◽  
pp. 51-61
Author(s):  
Sunyiati Sunyiati
Keyword(s):  
Mathematics Education ◽  
Realistic Mathematics Education ◽  
Student Activity ◽  
Average Value ◽  
Realistic Mathematics ◽  
Analysis Technique ◽  
Learning Mathematics ◽  
Fourth Grade Students ◽  
Data Collection Instrument ◽  
Education Model

This research aims to improve the activities and results of learning mathematics using the  Realistic Mathematics Education model for grade IV students of SDN 44 Bengkulu Tengah. This type of research is a classroom action research conducted in two cycles. The subjects of this study was grade IV students of SDN 44 Bengkulu Tengah. The data collection instrument used the teacher activity observation sheet, student activity and learning results tests. The data analysis technique uses arithmetic mean and the percentage of learning completeness. The results showed: 1) teacher activity in the first cycle obtained an average of 3.20 increased to the second cycle obtained an average of 3.70, 2) student activity in the first cycle obtained an average of 3.30 and in the second cycle obtained an average -average 3.60, 3) Learning result in the first cycle obtained an average of 68.75 with learning completeness 62.5%, increased in the second cycle an average value of 80 with learning completeness 87.5%. The conclusion of this study that the use of the Realistic Mathematics Education model can improve the activity and learning result of fourth grade students of SDN 44 Bengkulu Tengah

scholarly journals Implementasi Model Pembelajaran Discovery Learning Untuk Meningkatkan Aktivitas dan Hasil Belajar Matematika Siswa SD

Jurnal PGSD ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 146-154
Author(s):  
Victoria Karjiyati
Keyword(s):  
Learning Outcomes ◽  
Learning Model ◽  
Arithmetic Mean ◽  
Discovery Learning ◽  
Class Iii ◽  
Student Activity ◽  
Average Value ◽  
Analysis Technique ◽  
Learning Mathematics ◽  
Data Collection Instrument

This research aims to improve the activities and results of learning mathematics using the discovery learning model. This type of research is a classroom action research conducted in two cycles. Subjects of this study was grade III B SDIT Generasi Rabbani Bengukulu. The data collection instrument used student activity observation sheets and learning outcomes tests. The data analysis technique uses arithmetic mean and the percentage of learning completeness. The results showed: 1) Teacher activity in the first cycle obtained an average of 3.38 and in the second cycle an average of 3.81, 2) Student activity in the first cycle obtained an average of 3.13 and in the second cycle an average of 3.67, 3) Learning result in the first cycle were obtained an average of 71.43 with learning completeness 64.29 %, an increase in the second cycle obtained an average value of 76.79 with 82.14% completeness learning. The conclusion of this study that the use of the discovery learning model can increase the activity and learning result of class III B students of SDIT Generasi Rabbani, Bengkulu City

scholarly journals Student Learning Activities Using Realistic Mathematics Education (RME)

2018 ◽  
Vol 3 (1) ◽  
pp. 7
Author(s):  
Mega Ratrisna ◽  
Abdul Taram
Keyword(s):  
Mathematics Education ◽  
Student Learning ◽  
Positive Response ◽  
Learning Activity ◽  
Realistic Mathematics Education ◽  
Student Activity ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
Instrument Analysis ◽  
Class Viii

The aims of this research is to increase student activity in learning mathematics by using Realistic Mathematics Education (RME)  in class VIII SMP Muhammadiyah 2 Prambanan. The study was conducted two siklus. Data collection techniques used are observation, interview, documentation and triangulation. Instrument research observation sheet and interview. Instrument analysis using content validity. The analysis used is descriptive qualitative. The results showed that Realistic Mathematics Education (RME) can increase student learning activity This is evident from the observation of student activity in learning every siklus has increased, that is average of observation percentage of student activity in siklus I 50,623% (enough), and at siklus II increased to 61.960% (good). From the results of interviews with students showed a positive response on student learning activity. 

scholarly journals Pengembangan Modul Bilingual Bergambar dengan Pendekatan Realistic Mathematics Education (RME) pada Materi Himpunan

2020 ◽  
Vol 3 (1) ◽  
pp. 48-56
Author(s):  
Aida Nurfithriyya ◽  
Guntur Cahaya Kesuma ◽  
Rosida Rakhmawati M
Keyword(s):  
Mathematics Education ◽  
Mathematics Learning ◽  
Average Score ◽  
Realistic Mathematics Education ◽  
Design Development ◽  
Teaching Materials ◽  
Group Test ◽  
Average Value ◽  
Realistic Mathematics ◽  
Learning Mathematics

Abstract: The purpose of this reaserch is to develop teaching materials consisting of pictorial bilingual modules using Realistic Mathematics Education (RME) on set material and to research the effectiveness of the product being developed. The research used in this research is Research and Development using ADDIE models consisting of motion sickness Analysis, Design, Development, Implementation and Evaluation. This study was declared valid and feasible to be used as teaching material for mathematics learning by 3 material experts who obtained an average score of 3,72 in the "valid" category and 3 media experts with an average score of 3,71 in the "valid" category and 3 language experts with an average score of 3,65 with the category of "Valid" with each maximum score of validity is 4. With the test of attractiveness of teaching materials determined "Very Attractive" by a small group test of 9 students by agreeing to the average score average of 3,65 and a large group test of 29 students with approval of an average value of 3,68. The results of the assessment using testing the effect size with an approval score of 0,50 with the category "Effective Enough". So it can be concluded that the development of teaching materials produced is declared feasible and effective enough and can be used as teaching materials in learning mathematics. Abstrak: Tujuan dari penelitian ini yaitu mengembangkan bahan ajar berupa modul bilingual bergambar dengan pendekatan Realistic Mathematics Education (RME) pada materi himpunan serta mengetahui keefektifitasanproduk yang dikembangkan. Penelitian yang digunakan dalam penelitian ini adalahResearch and Development menggunakan model ADDIE yang terdiri dari tahap Analyze, Design, Development, Implementation dan Evaluation. Penelitian ini dinyatakan valid dan layak digunakan secara keseluruhan sebagai bahan ajar pembelajaran matematika oleh 3 ahli materi yang memperoleh skor rata-rata sebesar 3,72 dengan kategori “valid” dan 3 ahli media dengan skor rata-rata sebesar 3,71 dengan kategori “valid” serta 3 ahli bahasa dengan skor rata-rata sebesar 3,65 dengan kategori “Valid” dengan masing-masing skor maksimal kevalidan adalah 4. Sedangkan uji kemenarikan bahan ajar dinyatakan “Sangat Menarik” oleh uji kelompok kecil terhadap 9 orang peserta didikdengan perolehan skor rata-rata sebesar 3,65 dan uji kelompok besar terhadap 29 orang peserta didik dengan perolehan nilai rata-rata sebesar 3,68. Hasil penilaian uji efektivitas dengan menggunakan rumus effect sizedengan perolehan skor sebesar 0,50 dengan kategori “Cukup Efektif”. Sehingga dapat disimpulkan pengembangan bahan ajar yang dihasilkan dinyatakan layak dan cukup efektif serta dapat digunakan sebagai bahan ajar dalam pembelajaran matematika.

scholarly journals Pembelajaran keliling lingkaran menggunakan konteks gelas

2017 ◽  
Vol 4 (2) ◽  
pp. 128
Author(s):  
Nurdiansyah Nurdiansyah ◽  
Rully Charitas Indra Prahmana
Keyword(s):  
Mathematics Education ◽  
Junior High School ◽  
Video Recording ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Analysis Technique ◽  
Learning Mathematics ◽  
Interview Guide ◽  
Academic Year

Penelitian ini bertujuan untuk mengetahui peran konteks gelas dalam mendukung pembelajaran konsep keliling lingkaran dan mengetahui respon peserta didik terhadap pembelajaran matematika menggunakan pendekatan Realistic Mathematics Education (RME). Penelitian ini dilaksanakan di Sekolah Menengah Pertama (SMP) Surya Bangsa, Tangerang. Subjek penelitian ini adalah peserta didik kelas VIII.A Tahun Ajaran 2015/2016 semester II dengan jumlah peserta didik sebanyak 13 orang. Instrumen penelitian yang digunakan dalam penelitian ini terdiri atas Lembar Aktivitas Peserta Didik (LAPD), Soal Evaluasi, Lembar Observasi Guru, Panduan Wawancara dan Angket Respon Peserta Didik. Teknik pengumpulan data pada penelitian ini meliputi rekaman video, pengisian dokumen penelitian, observasi dan wawancara. Analisis data dilakukan menggunakan model Miles & Huberman (1994) yang terdiri atas reduksi data, penyajian data, penyimpulan dan verifikasi. Pembelajaran dalam penelitian ini menggunakan konteks gelas berdasarkan karakteristik pendekatan RME. Hasil dari penelitian ini menunjukkan bahwa konteks gelas berperan penting dalam mendukung pembelajaran konsep keliling lingkaran. Selain itu, peserta didik memiliki respon yang positif terhadap pembelajaran matematika yang diberikan menggunakan pendekatan RME. Learning Circumference using the Context of Glass AbstractThis research aims to find out the role of glass as a context in supporting the concepts of the circumference of the circle and to know the response of learners in learning mathematics using Realistic Mathematics Education (RME) approach. This research conducted at Surya Bangsa Junior High School, Tangerang. The subjects of this study are students of class VIII.A in the academic year 2015/2016 semester II with the number of learners as many as 13 people. The research instruments used in this study consist of Student Activity Sheet (SAS), Evaluation Test, Observation Sheet, Interview Guide, and Questionnaire. Data collection techniques in this study include video recording, completion of research documents, observation, and interviews. Data analysis technique using Miles & Huberman (1994) model consisting of reduction data, presenting data, conclusion and verification. The learning in this study uses the context of glass based on the characteristics of the RME approach. The results of this study indicate that the context of glass plays a significant role in supporting learning the concept of the circumference of the circle. Also, learners have a positive response in learning mathematics provided using the RME approach.

scholarly journals Peningkatan Pemahaman Konsep Matematika dengan Menggunakan Model Realistic Mathematics Education di SDN Binangun

2021 ◽  
Vol 1 (1) ◽  
pp. 93-109
Author(s):  
Bekti Ayu Priyanti Sularso ◽  
Supriyono Supriyono ◽  
Muflikhul Khaq
Keyword(s):  
Mathematics Education ◽  
Quantitative Methods ◽  
Fourth Grade ◽  
Realistic Mathematics Education ◽  
Mathematical Concepts ◽  
Qualitative And Quantitative Methods ◽  
Average Value ◽  
School Year ◽  
Realistic Mathematics ◽  
Fourth Grade Students

This study aims to determine the increase in understanding of mathematical concepts using the Realistic Mathematics Education model in fourth-grade students at SD Negeri Binangun. The subjects in this study were fourth-grade students at SD Negeri Binangun, Need District, Purworejo Regency, totalling 21 students consisting of 14 boys and seven girls, in the 2020/2021 school year. This study used Classroom Action Research (CAR) which was conducted in two cycles, each cycle having two meetings. Data collection techniques using test instruments, observation and documentation. Data analysis was carried out with qualitative and quantitative methods. The results showed that the understanding of students' concepts had increased. This is shown in the first cycle the average value has increased by 18.7%, with an average value of 75.7. In the second cycle, the average value has increased again by 12.1%, with an average value of 87 students' conceptual understanding. 8. Thus, it can be conclude that the Realistic Mathematics Education learning model can improve knowledge of mathematical concepts in fourth-grade students at SD Negeri Binangun

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%.

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 PENGARUH PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) TERHADAP PENINGKATAN PEMAHAMAN KONSEP MATEMATIS PESERTA DIDIK DI SEKOLAH DASAR

2021 ◽  
Vol 7 (01) ◽  
pp. 140-162
Author(s):  
Ina Marlina ◽  
Linda Fuziawati
Keyword(s):  
Mathematics Education ◽  
Everyday Life ◽  
Quantitative Research ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Mathematical Concepts ◽  
Significance Level ◽  
Quantitative Research Methods ◽  
Average Value ◽  
Realistic Mathematics

This research is motivated by the lack of understanding of students' mathematical concepts in mathematics which is caused by a lack of motivation to learn in students and the lack of material connection with everyday life. Mathematics learning really needs to be learned by students because Mathematics has an important purpose to meet practical needs related to the development of students' abilities to use mathematics in everyday life, such as counting which is often experienced by students and can develop the ability to calculate weight. and content. Although Mathematics is considered important to learn, not a few students feel that Mathematics is difficult to master, so it is considered boring and makes students' interest in learning in Mathematics considered low. Based on the PISA annual study survey, the Indonesian Mathematics competency has decreased from 386 points in 2015 to 379 points in 2018 with an OECD average of 489. The benefits of studying Mathematics are used to make transactions in trade. One way to make mathematics more understandable is to use the Realistic Mathematics Education (RME) approach so that students can learn more realistically. The purpose of this study was to determine the increase in students' understanding of mathematical concepts using the Realistic Mathematics Education (RME) approach and whether there were changes that occurred after the treatment using this approach. This research was conducted with quantitative research methods and the research design of One Groups Pretest-Posttest Design. The subject of this research is class IV with a total of 28 students at SDN Curugrendeng II. The instrument used is a written test with a total of 10 questions. Calculation of data processing using Microsoft Office Excel 2007 and using IBM SPSS Statistics 22 with a significance level of 0.05. The results of this study indicate that there is an increase in students' understanding of mathematical concepts with an average value of 0.691 which is included in the medium category. Thus, the understanding of mathematical concepts of students using the Realistic Mathematics Education (RME) approach changes from before the action to the final score after the action. done. And there is an effect of the Realistic Mathematics Education (RME) approach on students' understanding of mathematical concepts by showing the results of sig.(2-tailed) 0.000 <0.05, which means H_1 is accepted so that this Realistic Mathematics Education (RME) approach can be applied to learning Mathematics in Primary school.

scholarly journals Mathematical Learning with Realistic Mathematics Education (RME) Approach Based on Open-Ended Problems to Improve Mathematical Communication

2019 ◽  
Vol 9 (1) ◽  
pp. 87
Author(s):  
Fauzi Wildad ◽  
Budi Waluya ◽  
M Masrukan
Keyword(s):  
Mathematics Education ◽  
Average Rate ◽  
Mathematics Learning ◽  
Control Group ◽  
Realistic Mathematics Education ◽  
Learning Tools ◽  
Control Group Design ◽  
Average Value ◽  
Realistic Mathematics ◽  
Regression Test

This research aims to determine the feasibility and effectiveness of the application of learning using social arithmetic teaching books with Realistic Mathematics Education (RME) approach based on Open-Ended problem. The research design used in this research is Research and Development (R and D) with Plomp model. Subjects in this study were students of Class VIII SMP Islam Terpadu Askhabul Kahfi 2017 / 2018. implementation design using Posttest Only Control-Group Design. The analysis used in the form of analysis of expert validation results and effectiveness test. Post test results on the class performed by the action are compared to the non-action class and to ensure it is done by (1) Complete Test, (2) Different Test, and (3) Simple Linear Regression Test. Based on the results of research and discussion, obtained the conclusion that (1) Arithmetic learning devices with RME approach developed valid is used based on the expert expert judgment. And according to the results of small and large class test, and (2) Arithmetic learning tools with RME approach developed effectively. This is indicated by (a) the average value of evaluation of classroom communication skills using 73, 42 (μ&gt; 70) and 76,6% (π&gt; 75%) classical completeness; (b) the average rate of classes using the application of mathematics learning tools with RME approach based on open-ended problem (73,42) is greater than the class that does not use the application of mathematics learning tool with RME approach based on open-ended problem (64,57) and (c) from the regression test obtained t<sub>count</sub> = 2.012, t<sub>count</sub> (2.012)&gt; t<sub>table</sub> (1.99834).

scholarly journals Penerapan Model Student Teams Achievement Division dengan Utaku untuk Meningkatkan Aktivitas Siswa

2020 ◽  
Vol 2 (2) ◽  
pp. 72-78
Author(s):  
Zevi Ismiatul Ulfa ◽  
Erik Aditia Ismaya ◽  
Much Arsyad Fardhani
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Learning Activities ◽  
Student Activities ◽  
Student Activity ◽  
Average Value ◽  
Data Analysis Technique ◽  
Student Teams ◽  
Analysis Technique ◽  
Fourth Grade Students

Student’ activities play an important role in classroom learning activities. Student activities also affect student learning achievement, if the child is active then the possibility of achievement is also good. Unfortunately,  not all students are active in learning activities. The problem of low student activity occurs at State Elementary School 2 of Medini. The lack of students who ask questions or express opinions showed the activities of students were classified as low. This problem may disturb learning process and can affect student achievement. The purpose of this study is to describe the improvement in student activity through the Student Teams Achievement Division model assisted by Utaku media. The research method used is classroom action research (CAR). The subjects of the study were the fourth grade students of State Elementary School 2 of Medini. The instrument used was a student activity observation sheet. The data analysis technique used is qualitative data analysis technique. The results showed an increase on students’ learning activities in the first cycle obtained an average value of 74 and in the second cycle increased to 85. Based on the results of CAR conducted in forth grade of State Elementary School 2 of Medini it can be concluded that the use of the STAD model assisted by Utaku media can increase student activity.

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