scholarly journals Potensi Pengembangan Komunikasi Matematis Siswa Sekolah Dasar Melalui Pendekatan Realistic Mathematic Education

2020 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Ratna Purwati
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Communication Skills ◽  
Real Life ◽  
Written Communication ◽  
School Students ◽  
Mathematical Communication ◽  
Mathematic Education ◽  
Math Problems ◽  
Realistic Mathematic

Elementary school students' mathematical communication is still low, this can be seen from the inability of students to apply the knowledge they have acquired at school to solve problems in real life. The TIMSS report states that the ability of Indonesian students in mathematics communication is far below that of other countries. For example, for math problems involving mathematical communication skills, only 5% of Indonesian students were successful and far below countries such as Singapore, Korea and Taiwan, which reached more than 50%. This condition is probably influenced by the method of learning mathematics in elementary schools today, which mostly tends to emphasize the cultivation of procedural skills alone, is not contextual and does not equip students to be able to apply these concepts in solving math problems in life. Realistic Mathematic Education (RME) is an approach that has main characteristics, namely linking the mathematics content presented to the real life context, emphasizing the mathematical process, involving students' contributions in constructing conceptual understanding, interactive learning processes, and linking between concepts in mathematics. Students' mathematical communication that must be mastered by students involves oral and written communication. written communication skills are carried out with indicators, namely: the ability to express and illustrate mathematical ideas in the form of mathematical models, namely equations, notations, pictures and graphics, or vice versa. Based on its characteristics, RME has the potential to make a good contribution to communication development. Mathematical elementary school students. Abstrak Komunikasi matematis siswa SD masih rendah, hal ini tampak dari kekurangmampuan siswa dalam  menerapkan pengetahuan yang diperolehnya di sekolah untuk menyelesaikan masalah dalam kehidupan nyata. Laporan TIMSS menyebutkan bahwa kemampuan siswa Indonesia dalam komunikasi matematika sangat jauh di bawah Negara-negara lain. Sebagai contoh, untuk permasalahan matematika yang menyangkut kemampuan komunikasi matematis, siswa Indonesia yang berhasil benar hanya 5% dan jauh di bawah Negara seperti Singapura, Korea, dan Taiwan yang mencapai lebih dari 50%. Kondisi tersebut kemungkinan dipengaruhi oleh metode pembelajaran matematika di sekolah dasar  dewasa ini yang sebagian besar cenderung menekankan pada penanaman keterampilan prosedural semata, tidak kontekstual serta kurang membekali siswa  untuk mampu menerapkan konsep tersebut dalam menyelesaikan masalah matematika dalam kehidupan. Realistic Mathematic Education (RME) merupakan pendekatan yang memiliki karakteristik utama yaitu mengaitkan konten matematika yang disampaikan  dengan konteks kehidupan nyata, menekankan pada proses matematisasi, melibatkan kontribusi siswa dalam mengkonstruksi pemahaman konsep, proses pembelajaran interaktif, serta mengaitkan antar konsep dalam matematika. Komunikasi matematis siswa yang harus dikuasai siswa melibatkan komunikasi lisan dan tertulis. kemampuan komunikasi secara tertulis dilakukan dengan indikator-indikator yaitu: kemam puan menyatakan dan mengilustrasikan ide matematika ke dalam bentuk model matematika yaitu bentuk persamaan, notasi, gambar dan grafik, atau sebaliknya  Berdasarkan karakteristik yang dimilikinya, RME sangat berpotensi memberikan kontribusi yang baik bagi pengembangan komunikasi matematis siswa sekolah dasar.  

scholarly journals Analysis Of Rme Learning Models In Improving Mathematics Learning Outcomes Of Elementary School Students

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Andria Putri Lestari ◽  
Deni Adi Putra ◽  
Meirza Nanda Faradita
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Models ◽  
School Students ◽  
Mathematic Education ◽  
Improve Student Learning ◽  
Realistic Mathematic

The learning model has an important role in the implementation of learning activities that will be carried out by educators. Learning models can help educators in achieving predetermined learning goals. This study aims to analyze the application of the Realistic Mathematic Education (RME) learning model in improving mathematics learning outcomes of elementary school students. This type of research is qualitative research using meta-analysis methods. This research begins by formulating research problems, searching for relevant data or journals available in electronic media (Google Scholar) for data analysis. Data collection techniques are obtained from searching journals that are relevant to the research to be analyzed which are available in electronic media (Google Scholar). Data from search results obtained 10 relevant journals. Based on the analysis of learning models Realistic Mathematic Education (RME) can improve student learning outcomes with a total percentage reaching 82.77%. Internal factors (physical and spiritual) and external factors (family, school, and community) can also affect learning outcomes obtained by elementary school students. Based on this research, the application of the Realistic Mathematic Education (RME) learning model for elementary school students can be a suggestion to be applied and developed in elementary schools so that it can improve student learning outcomes.  

Fostering Communication in Elementary School Children on the Autism Spectrum Who Are Minimally Verbal

2018 ◽  
Vol 39 (02) ◽  
pp. 103-113
Author(s):  
Jessica Steinbrenner
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Communication Skills ◽  
School Children ◽  
Elementary School Children ◽  
Autism Spectrum ◽  
Minimally Verbal ◽  
School Students ◽  
Case Examples ◽  
Children With Asd

AbstractAround 30% of elementary school students with autism spectrum disorder (ASD) are considered minimally verbal, yet there is limited research addressing the needs of this group of students. Several recent studies have demonstrated successful improvement of the communication skills of elementary school students with limited verbal skills. Additionally, there are focused intervention practices that are evidence based and may be useful in targeting communication skills for children with ASD who are minimally verbal. This article will review existing information about interventions to target communication skills in elementary school children with ASD who are minimally verbal, identify potential target skills, and provide case examples of how to embed communication interventions in elementary school classroom settings from a pilot intervention study.

scholarly journals Teaching Primary School Pupils Through Audio-Visual Means

2019 ◽  
Vol 14 (22) ◽  
pp. 122
Author(s):  
Sabdenova Bagila ◽  
Abdullah Kok ◽  
Aziya Zhumabaeva ◽  
Zharkynbike Suleimenova ◽  
Asima Riskulbekova ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Communication Skills ◽  
Work Practice ◽  
The State ◽  
Practical Work ◽  
Visual Aids ◽  
School Students ◽  
The Republic ◽  
Set Up

Recognition of Kazakh language as the state language of the Republic of Kazakhstan by the Constitution of the Republic of Kazakhstan, adoption of ‘State programme of functioning and development of languages for 2011–2020’, the Law of the Republic of Kazakhstan ‘On languages of the Republic of Kazakhstan’, ‘The State programme on education and science development for 2016–2020’ allowed our native language to develop and prosper. Nowadays, special attention is paid to the problem of teaching the Kazakh language. In today's organised pedagogical environment, it is not fully examined the need for the development of communication skills of elementary school students and scientifically-based and practical communication to solve this problem via audio and graphic tools. Therefore, this article focuses on the need to teach elementary school students to work with audio and graphic materials and technology issues on the use of practical materials. Provided that the theoretical foundations for the development of communication skills of elementary school students through audio-visual aids hold true, the structural-substantial model will allow the development of each student’s individual abilities and creativity. Taking into account the foregoing, we have set up a positive outline of the effectiveness of the work with audio equipment through the organisation of practical work, practice-assemblage, research, diagnostics, practical work in elementary school teachers through specially organised thematic seminars

scholarly journals Two-stay two-stray model on improving mathematical communication skill of elementary school students

2019 ◽  
Vol 1318 ◽  
pp. 012127
Author(s):  
E Suwangsih ◽  
M R Budiarti ◽  
K Ruskandi ◽  
Y Hendawati ◽  
N W A Majid
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Communication Skill ◽  
School Students ◽  
Mathematical Communication

scholarly journals ANALISIS HUBUNGAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN MINAT BELAJAR SISWA SMP DENGAN MENGGUNAKAN PENDEKATAN REALISTIC MATHEMATIC EDUCATION

2018 ◽  
Vol 1 (6) ◽  
pp. 1087
Author(s):  
Marzan Armania ◽  
Siti Eftafiyana ◽  
Asep Ikin Sugandi
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Communication Skill ◽  
Junior High ◽  
School Students ◽  
Mathematical Communication ◽  
Quasi Experimental ◽  
Mathematic Education ◽  
Experimental Use ◽  
Realistic Mathematic

Abstract  This study aimed to analyze the correlation between Mathematical Communication skill and learning interest of Junior High School students by using The Realistic Mathematic Education (RME) approach. The method used in study is using the Quasi-experimental method, by picking up two different (2) classes occupied by Junior High Students in Bandung Residence, and there will be two (2) classestaken as the sample of this study. the first class (experimental)use the Realistic Mathematics Education (RME) Approach, while the second class (Control) use the usual learning. The questionnaire answer then transformed by using the Method of Successive Interval (MSI), and the data will be tested by using the Product Moment Pearson and Spearmant Theory. The result of this study may point that there is a significant correlation between Mathematical Communication Skill and The Learner's Interest in Studying Mathematics. Keywords: Mathematical Communication, Learning Interests, Realistic Mathematic Education Approach.

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