scholarly journals PENERAPAN REALISTIC MATHEMATICS EDUCATION (RME) DI SEKOLAH DASAR

2020 ◽  
Vol 1 (2) ◽  
pp. 184-190
Author(s):  
Dyah Anungrat Herzamzam ◽  
Ilmi Noor Rahmad
Keyword(s):  
Mathematics Education ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Realistic Mathematics Education ◽  
Class Iii ◽  
Research Subjects ◽  
School Year ◽  
Realistic Mathematics ◽  
Learning Mathematics

The low learning outcomes about mathematics are the background of research problems. The purpose of this study was to improve the mathematics learning outcomes of multiplication material through the Realistic Mathematics Education (RME) learning model for grade III students in the even semester of the 2019/2020 school year. This research method is Classroom Action Research which follows the model of Kemmis and Taggart.  This research includes 3 cycles where each cycle includes 4 stages, namely planning, implementing, observing and reflecting. The research time was from January to March 2020 with 30 students as research subjects, while the data were collected through tests, interviews and observations. The research results show that there is a significant increase in mathematics learning outcomes in class III. This is evidenced by the increase in the average result of the math test in each cycle, namely in cycle 1: 64.26 then cycle 2: 70.86 and cycle 3: 78.2. The results of researcher's observations in each cycle also increased, namely in cycle 1 = 2.44; cycle 2 = 2.88; cycle 3 = 3.89. Likewise, the results of student observations also increased, namely in cycle 1 = 2.4; cycle 2 = 3,2; cycle 3 = 4. And the results of the interviews conducted concluded that learning mathematics through the Realistic Mathematics Education (RME) learning model was fun for students. This study concluded that learning mathematics using the Realistic Mathematics Education (RME) learning model can improve student mathematics learning outcomes on multiplication material.

scholarly journals PENGARUH PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK INDONESIA (PMRI) TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS III SD NEGERI 144 PEKANBARU

2019 ◽  
Vol 2 (1) ◽  
pp. 30
Author(s):  
Helga Tri Gustina ◽  
Syahrilfuddin Syahrilfuddin ◽  
Eddy Noviana
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Mathematics Education ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Third Grade ◽  
Realistic Mathematics Education ◽  
Class Iii ◽  
Third Grade Students ◽  
Realistic Mathematics

This study aims to determine the differences and increase in mathematics learning outcomes of third-grade students of Pekanbaru Pekanbaru Elementary School between before (pretest) and after (posttest) applying the Indonesian Realistic Mathematics Education Approach (PMRI). The research method used was an experiment with the research design of one group pretest-posttest. This research was conducted in class III of SD Negeri 144 Pekanbaru in the odd semester of the 2018/2019 academic year on material money math subjects. The research subjects were class III students, amounting to 21 people. Data on mathematics learning outcomes were collected using a test technique in the form of a multiple-choice objective test. Based on the results of data analysis and discussion, it can be concluded that there are differences and improvements in mathematics learning outcomes of Grade III students of Pekanbaru Pekanbaru Elementary School between before (pretest) and after (posttest) applying the PMRI approach. This is proven based on the results of the data analysis obtained in the study. This difference is based on the results of the t-test. Obtained t-count fulfills the criteria of t count> t table or 4.5881> 2.0423. with the average N Gain of 0.38 included in the medium category. This shows that Ho is rejected and Ha is accepted, meaning there are differences and improvements in student learning outcomes. Based on the evidence it can be concluded that implementing Indonesian Realistic Mathematics Education (PMRI) has a positive influence on the results of mathematics learning for third-grade students of Pekanbaru Elementary School 144.

scholarly journals EFEKTIVITAS PENERAPAN MODEL QUANTUM LEARNING DENGAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) TERHADAP HASIL BELAJAR SISWA

2020 ◽  
Vol 2 (2) ◽  
pp. 224
Author(s):  
Fausiah Syafruddin ◽  
Jeranah Jeranah
Keyword(s):  
Mathematics Education ◽  
Learning Outcomes ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Learning Model ◽  
Realistic Mathematics Education ◽  
Average Percentage ◽  
Quantum Learning ◽  
Realistic Mathematics ◽  
Cluster Random Sampling

AbstrakPenelitian ini bertujuan untuk mendeskripsikan keefektifan model Quantum Learning dengan pendekatan Realistic Mathematics Education (RME) terhadap hasil belajar siswa. Jenis penelitian ini adalah penelitian eksperimen dengan pre-experimental design. Populasi dalam penelitian adalah seluruh siswa kelas VII SMPN 1 Maros tahun ajaran 2018/2019 dengan jumlah 267 siswa, sedangkan sampel dalam penelitian ini adalah 29 siswa dari kelas VII-1 yang dipilih dengan teknik cluster random sampling. Instrumen penelitian yang digunakan adalah tes hasil belajar pretest dan posttest, lembar observasi, dan angket respons siswa. Data yang terkumpul dianalisis dengan menggunakan teknik analisis statistika deskriptif dan inferensial. Dari hasil analisis yang diperoleh: (1) hasil belajar matematika siswa mencapai KKM, (2) peningkatan hasil belajar siswa setelah penerapan model Quantum Learning dengan pendekatan RME terbanyak berada pada kategori baik yaitu 48,3%, (3) aktivitas siswa berada pada kategori baik dengan rata-rata persentase yaitu 83,996%, (4) keterlaksanaan pembelajaran siswa berada pada kategori sangat baik dengan rata-rata persentase yaitu 87,17%, (5) respons siswa berada pada kategori positif dengan rata-rata sebesar 89,65%. Berdasarkan hasil penelitian, dapat disimpulkan bahwa model quantum learning dengan pendekatan RME efektif untuk meningkatkan hasil belajar matematika siswa.  AbstractThis study aims to describe the effectiveness of the Quantum Learning model with Realistic Mathematics Education (RME) approach towards the students learning outcomes. This type of research is experimental research with pre-experimental design. The population in the study were all students of class VII SMPN 1 Maros in the 2018/2019 academic year with 267 students, while the sample in this study was 29 students from class VII-1 who were selected by cluster random sampling technique. The research instrument used was the pretest and posttest learning outcomes test, observation sheets, and students response questionnaire. The collected data were analyzed using descriptive and inferential statistical analysis techniques. From the results of the analysis obtained: (1) students mathematics learning outcomes reach the KKM, (2) the increase in students learning outcomes after the application of the Quantum Learning model with the RME approach is mostly in the good category, namely 48.3%, (3) students activity is in good category with an average percentage of 83.996%, (4) the students learning implementation  is in very good category with an average percentage of 87.17%, (5) students responses are in the positive category with an average of 89.65% . Based on the research results, it can be concluded that quantum learning model with RME approach is effective for improving students' mathematics learning outcomes.

scholarly journals PENINGKATAN KEAKTIFAN DAN HASIL BELAJAR MATEMATIKA MELALUI PENDEKATAN REALISTIC MATHEMATICS EDUCATION PADA SISWA KELAS VII.6 DI SMP NEGERI 1 RAMBAH

2019 ◽  
Vol 4 (3) ◽  
pp. 412
Author(s):  
Almi Yelli
Keyword(s):  
Mathematics Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mastery Learning ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Realistic Mathematics Education ◽  
Percentage Increase ◽  
School Year ◽  
Realistic Mathematics

This study aims to see whether the Realistic Mathematics Education (RME) approach can improve the activity and learning outcomes of grade VII.6 students in PLSV material in SMPN 1 Rambah in the 2018/2019 school year. The success of this study was shown by an increase in learning outcomes of 72.38 with 76.19% classical completeness and an increase in the percentage of students' mathematics learning activeness in each cycle. The results of the study concluded that the average class from cycle I to cycle II increased by 4.53 points. The average class for student learning outcomes has reached the minimum completeness criteria (KKM). Classical mastery learning students increased by 14.29%. In the learning activeness of students, there is a percentage increase of 13%. It was concluded that learning with the Realistic Mathematics Education (RME) approach can increase the activeness and learning outcomes of students.

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.

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 PENGGUNAAN MEDIA KONKRET UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA POKOK BAHASAN GARIS BILANGAN PADA PESERTA DIDIK KELAS III MI DATOK SULAIMAN KOTA PALOPO

2019 ◽  
Vol 2 (1) ◽  
pp. 81-92
Author(s):  
Sri Sulviani
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Number Line ◽  
Class Iii ◽  
Research Subjects ◽  
Line Material ◽  
Analysis Techniques ◽  
School Year ◽  
Third Grade Students ◽  
Quantitative Data Analysis

This research is a Classroom Action Research (CAR) which is the main problem of the low level of mathematics learning outcomes of class III students of MI Datok Sulaiman Palopo City. The research subjects were MI Datok Sulaiman third grade students in the odd semester of 2018/2019 school year with 28 students. This study was carried out in two cycles with number line material. Data collection techniques used consist of tests, observations, and documentation. Data processing and analysis techniques used are quantitative data analysis and qualitative analysis. The results showed that the learning outcomes with the number line material obtained by the average learning outcomes of students in cycle I was 64.85 including the category of not achieving the KKM score (Minimum Completeness Criteria) with the number of students completing learning were 11 people with a percentage of 39%, and learning outcomes in the second cycle on average obtained 82.89 including very good category with the number of students completing 26 with a percentage of 93%. This research was declared successful with the use of concrete media to improve mathematics learning outcomes.

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 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 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 COMPARISON OF ALGEBRA LEARNING OUTCOMES USING REALISTIC MATHEMATICS EDUCATION (RME), TEAM ASSISTED INDIVIDUALIZATION (TAI) AND CONVENTIONAL LEARNING MODELS IN JUNIOR HIGH SCHOOL 1 MASOHI

2020 ◽  
Vol 9 (2) ◽  
pp. 173
Author(s):  
Anderson Leonardo Palinussa
Keyword(s):  
Mathematics Education ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Experimental Research ◽  
Learning Model ◽  
Realistic Mathematics Education ◽  
Test Results ◽  
Learning Models ◽  
Realistic Mathematics ◽  
Algebra Learning

The study aims to examine the application of the Realistic Mathematics Education (RME), the Cooperative Learning Model Team Assited Individualization (TAI) type and conventional learning models on algebra. The population in thIS study were all eighth grade SMPN 1 Masohi. The type of this study is an experimental research design with quasi experimental research. Instruments in this study using the test results, analyzed using ANOVA test and further tests using Tukey's HSD test. From the analysis of these study obtained data: (1) Based on the normality test results obtained sig. X1 (RME Learning Model) of 0.976, X2 (Cooperative Learning Model TAI Type) of 0.889 and X3 (Conventional Learning Model) of 0.906. (2) Based on the one-way ANOVA calculation with the SPSS 20.0 program, obtained a significance value of 0.003. (3) There are significant differences in algebra learning outcomes between classes using the RME learning model, the cooperative learning model TAI type and conventional learning model, and (4) The algebra learning outcomes of students used the RME learning model are higher than the students that are used cooperative learning models TAI type and the students that used conventional learning model.

Sign in / Sign up

Export Citation Format

Share Document