scholarly journals Realistic Mathematics & Vygotsky’s Theories in Mathematics Education

2020 ◽  
Vol 9 (1) ◽  
pp. 104-108
Author(s):  
Kaushik Das
Keyword(s):  
Mathematics Education ◽  
Learning Theories ◽  
Modern World ◽  
Realistic Mathematics Education ◽  
Cultural Perspective ◽  
Domain Specific ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
Instruction Theory ◽  
Teaching Learning

Mathematics education is not mathematics, it makes a basic use of highly specialized kinds of mathematical knowledge. The modern world feels a crisis of proper mathematics education in any nation. Realistic Mathematics Education is a domain-specific instruction theory for mathematics. This paper introduces realistic mathematics education (RME) and Vygotskian impacts on mathematics education for learning mathematics. This article describes the development of teaching-learning mathematics & learning theories from a socio-cultural perspective. The methodology of the study is based on qualitative type.

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 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 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 Mathematics In Context: Call of Time

1970 ◽  
Vol 1 ◽  
pp. 1-5
Author(s):  
Abdul Quaiyum
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Solution Procedure ◽  
Realistic Mathematics Education ◽  
Guided Reinvention ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
Teacher Students ◽  
Mathematics In Context ◽  
Didactical Phenomenology

Mathematics in context (MiC) is an integrated program that uses Realistic Mathematics Education(RME) approach to teaching and learning of mathematics. It emphasizes learning mathematics from realistic situations, students’ invention or construction of solution procedure and interaction with other students or the teacher. Students should be encouraged to make sense out of real problems and the mathematics instruction should be designed accordingly. This article deals with the underlying principles of RME and highlights the features of MiC in Nepalese Mathematics Education. Keywords Realistic Mathematics Education (RME), Mathematics in Context (MiC), didactical phenomenology, guided reinvention, emergent model DOI: http://dx.doi.org/10.3126/av.v1i0.5299 Academic Voices 2011; 1: 1-5

scholarly journals VALIDITAS LEMBAR KERJA PESERTA DIDIK (LKPD) DENGAN PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK (PMR) PADA MATERI PRISMA DAN LIMAS KELAS VIII SMP NEGERI 3 KOTA BENGKULU

2019 ◽  
Vol 3 (3) ◽  
pp. 315-328
Author(s):  
Evilia Hasibuan ◽  
Effie Efrida Muchlis ◽  
Nurul Astuty Yensi
Keyword(s):  
Mathematics Education ◽  
Mathematics Learning ◽  
Development Stage ◽  
Average Score ◽  
Realistic Mathematics Education ◽  
Teaching Materials ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
Materials Used ◽  
Valid Criterion

AbstrakPermasalahan pada pembelajaran matematika masih ditemukan pada bahan ajar yang digunakan. Bahan ajar yang digunakan kurang mendukung peserta didik untuk menemukan suatu konsep dalam pembelajaran matematika, pembelajaran juga masih berpusat pada guru. Bahan ajar LKPD yang digunakan memuat materi yang tidak mengaitkan dengan aktivitas di kehidupan sehari-hari. Penelitian validitas LKPD dengan Pendekatan Pendidikan Matematika Realistik (PMR) bertujuan untuk mengembangkan LKPD yang memenuhi kriteria valid, baik dari aspek materi, konstruksi, dan bahasa. Tahapan pengembangan menggunakan model 4D yang dibatasi sampai pada tahap ketiga, yaitu tahap pendefinisian (define), perancangan (design), dan pengembangan (develop). Instrumen pada penelitian ini adalah lembar validitas LKPD. Validasi LKPD diujicobakan kepada 4 validator yang terdiri dari 2 orang dosen pendidikan matematika Universitas Bengkulu dan 2 orang guru mata pelajaran matematika SMP. Hasil validitas LKPD  termasuk ke dalam kategori sangat valid, diperoleh dari hasil perhitungan Aiken dengan rata-rata skor 0,87. Jadi, dapat dinyatakan bahwa pengembangan LKPD dengan pendekatan PMR telah memenuhi kriteria valid.Kata kunci : Validitas, LKPD, Pendekatan PMR AbstractProblems in learning mathematics are still found in the teaching materials used. Lesson materials used do not support students to find a concept in learning mathematics, learning is also centered on the teacher. LKPD teaching materials used contain material that does not relate to daily activities. The research of LKPD validity with Realistic Mathematics Education Approach (RME) aimed to develop LKPD that fulfill valid criterion, from material aspect, construction, and language. Development stage using the 4D model is limited to the third stage, namely define, design, and develop. The instrument in this study is the LKPD validity sheet. LKPD validation was tested to 4 validators consisting of 2 lecturers of mathematics education at Bengkulu University and 2 mathematics teachers of SMP. The result of validity of LKPD included in category is very valid, obtained from Aiken calculation with average score 0,87. So, it can be stated that the development of LKPD with the PMR approach has met valid criteria.Keywords: Validity, LKPD, Realistic Mathematics Education Approach (RME) Approach

scholarly journals Development of Local Instruction Theory of Multiplication Based on Realistic Mathematics Education in Primary Schools

2019 ◽  
Vol 1 (1) ◽  
pp. 188-204
Author(s):  
Arini Arini
Keyword(s):  
Mathematics Education ◽  
Primary Schools ◽  
Mathematical Problem ◽  
Analysis Data ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Field Notes ◽  
Design Type ◽  
Instruction Theory ◽  
Local Instruction Theory

This study aims to develop a local instruction theory (LIT) based on realistic mathematics education (RME) that is valid, practical, and effective on the topic of multiplication in grade III of elementary school. The research method used is research design type Gravemeijer & Cobb (2013). The research was conducted in three phases, namely preparing for the experiment, experimenting in the classroom, and conducting retrospective analysis. Data was collected using document analysis, observation, interviews, field notes, tests, and questionnaires. The collected data was analyzed qualitatively and quantitatively. Based on the research that has been carried out, LIT is produced which is valid, practical, and effective against students' mathematical problem solving abilities. Students can find a standard multiplication algorithm with a series of activities, namely finding the product of multiplication with repeated additions, ten multiplications, multiples of multiples of ten, and standard multiplication algorithms. Keywords: LIT, RME, multiplication

scholarly journals Local Intruction Theory dalam Pendidikan Matematika Realistik untuk Menumbuhkan Kemampuan Berpikir Logis

2017 ◽  
Vol 2 (2) ◽  
pp. 173-184
Author(s):  
Tatang Supriatna ◽  
Darhim Darhim ◽  
Turmudi Turmudi
Keyword(s):  
High School Students ◽  
Mathematics Education ◽  
Junior High School ◽  
Design Research ◽  
Realistic Mathematics Education ◽  
Logical Thinking ◽  
School Students ◽  
Realistic Mathematics ◽  
Instruction Theory ◽  
Local Instruction Theory

ABSTRAKSI: Tujuan penelitian ini untuk mengetahui kesulitan belajar Matematika dan perbedaan peningkatan kemampuan berpikir logis siswa, yang diberi perlakuan pembelajaran LIT (Local Instruction Theory) dengan pendekatan PMR (Pendidikan Matematika Realistik) dengan siswa yang hanya diberi pendekatan PMR saja. Metode penelitian berupa “design research”, dengan subjek penelitian berjumlah 184 siswa SMP (Sekolah Menengah Pertama), yang berasal dari peringkat sekolah yang berbeda. Hasil penelitian menunjukan bahwa kesulitan belajar yang dialami siswa SMP adalah karena sulit dalam memahami variabel, koefisien, dan konstanta; sulit membaca maksud soal, sulit menyusun strategi dalam menyelesaikan soal; sulit dalam proses perhitungan; dan masih salah dalam penulisan persamaan. Peningkatan kemampuan berpikir logis siswa yang pembelajarannya menggunakan LIT dalam PMR ternyata lebih tinggi daripada siswa yang pembelajarannya menggunakan PMR saja. Perlu kajian lanjutan untuk melihat pengaruh penggunaan LIT dalam PMR terhadap kemampuan Matematis lainnya dan pada berbagai level sekolah.KATA KUNCI: Local Instruction Theory; Kesulitan Belajar; Pendidikan Matematika Realistik; Siswa SMP; Berpikir Logis. ABSTRACT: “The Local Instruction Theory in Realistic Mathematics Education for Improving the Ability of Logical Thinking”. The objective of this study was to determine the Mathematical learning difficulties and differences increase students' ability to think logically whose treated by learning approach LIT (Local Instruction Theory) with RME (Realistic Mathematics Education) and students treated by PMR learning approach only. The research method in the form of design research, with research subjects totaling 184 of JHS (Junior High School) students, derived from different school rankings. The research findings show that the difficulties of learning experienced by JHS students were caused by difficult to understand the variables, coefficients, and constants; difficult to read, to interpret the intent problems, to strategize in solving problems; difficult in the process of calculation; and still wrong in writing the equation. The increasing of logical thinking ability of students in learning to use LIT with RME is higher than students whose learning by using RME only. A further study is required to see the effect of using LIT with RME towards other Mathematical skills and at various school levels.KEY WORD: Local Instruction Theory; Difficulty Learning; Realistic Mathematics Education; Junior High School Students; Logical Thinking.    About the Authors: Tatang Supriatna adalah Mahasiswa SPs UPI (Sekolah Pasca Sarjana, Universitas Pendidikan Indonesia), Jalan Dr. Setiabudhi No.229 Bandung 40154, Jawa Barat, Indonesia. Prof. Dr. Darhim dan Prof. Dr. Turmudi adalah Dosen SPs UPI di Bandung. Untuk kepentingan akademik, penulis bisa dihubungi dengan alamat emel: [email protected], [email protected], dan [email protected] to cite this article? Supriatna, Tatang, Darhim Turmudi. (2017). “Local Intruction Theory dalam Pendidikan Matematika Realistik untuk Menumbuhkan Kemampuan Berpikir Logis” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.2(2), September, pp.173-184. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Chronicle of the article: Accepted (April 26, 2017); Revised (June 30, 2017); and Published (September 30, 2017).

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