This paper presents the findings of a quasi-experimental with pre-testpost-test design and control group that aims to assess students' critical mathematical thinking skills and character through realistic mathematics education (RME) culture-based. Subjects of this study were 106 junior high school students from two low and medium schools level in Ambon. The instruments of the study are: students' early math skills test, critical thinking skills mathematical test and perception scale of students'character. Data was analyzed by using ttest and Anova. The study found that: 1) Achievements and enhancement of students' critical mathematical thinking skills who were treated with by realistic mathematics education is better then students' skills were treated by conventional mathematics education. The differences are considered to: a) overall students, b) the level of early math skills, and c) schools' level; 2) Quality of students' character who were treated by realistic mathematics education is better then students' character who were treated by conventional mathematics education The differences are considered to: a) overall students, b) the level of early math skills, and c) schools' level Keywords: Critical Thinking, Students' Character, Realistic Mathematics Education Culture-Based Abstrak Makalah ini melaporkan temuan suatu kuasi eksperimen dengan disain pre test-post test dan kelompok kontrol yang bertujuan untuk menelaah kemampuan berpikir kritis matematis dan karakter siswa melalui pembelajaran matematika realistik (PMR) berbasis budaya. Subjek penelitian adalah 106 siswa SMP dari dua SMP level rendah dan sedang di Kota Ambon. Instrumen yang digunakan adalah, tes kemampuan awal matematika siswa (KAM), tes kemampuan berpikir kritis matematis, dan skala pendapat mengenai karakter siswa. Analisis data yang digunakan adalah uji-t, dan Anava. Penelitian menemukan bahwa: 1) Pencapaian dan peningkatan kemampuan berpikir kritis matematis siswa yang memperoleh PMR lebih baik dari kemampuan siswa yang memperoleh PMB ditinjau dari: a). keseluruhan siswa, b) tingkat KAM, dan c) level sekolah; 2) Kualitas karakter siswa yang memperoleh PMR lebih baik dari karakter siswa yang memperoleh PMB ditinjau dari: a). keseluruhan siswa, b) tingkat KAM, dan c) level sekolah
Mathematics learning has always been a problem in the world of education in Indonesia especially in the Province of Maluku, which is a thousand island area. The geographical position of Maluku, which is an area of the archipelago, is quite extensive, affecting the quality of students in mathematics. One approach that is recommended to overcome mathematical problems of rural island-based students is realistic mathematics education (RME). The purpose of this study was to analyze the effect of RME on mathematical reasoning and communication skills in a rural context. The research design used was quasi experiment. The sample size was 130 students from several junior high schools in Central Maluku Regency. The instrument developed was in the form of problem descriptions to measure students' mathematical reasoning and communication skills. The findings prove that RME has a significant influence on students' mathematical reasoning and communication skills. Thus, RME can be recommended in improving students' mathematical reasoning and communication skills in the island-based rural context.
Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar peserta didik pada materi sistem persamaan linear dua variabel melalui model pembelajaran flipped classroom di kelas VIII SMP Negeri 15 Ambon. Subjek penelitian ini adalah peserta didik kelas VIII6 SMP Negeri 15 Ambon yang berjumlah 25 orang, jenis penelitian ini adalah penelitian tindakan kelas. Penelitian ini dilaksanakan dalam tiga siklus dengan 5 pertemuan. Data penelitian ini dikumpulkan melalui lembar observasi dan tes. Hasil analisis menunjukkan bahwa setelah diberikan tindakan pada siklus I peserta didik yang mencapai ketuntasan sebanyak 6 orang dengan pencapaian 24%, dan pada siklus II diperoleh jumlah peserta didik yang mencapai ketuntasan 11 orang dengan pencapaian 44%, selanjutnya pada siklus III terjadi peningkatan yaitu diperoleh jumlah peserta didik yang mencapai ketuntasan 23 orang dengan pencapaian 92%. Dilihat hasil tes peserta didik dari siklus II dan siklus III maka telah terjadi peningkatan yaitu sebesar 48% dengan menggunakan model pembelajaran flipped classroom pada materi sistem persamaan linear dua variabel di kelas VIII SMP Negeri 15 Ambon
Mathematical self-concept (MS-C) is an important construct that prospective mathematics teachers must have in mathematics learning. The aim of the research was to analyze the increase of MS-C of prospective mathematics teachers. The research was quasi-experimental with the design of one group pretest-posttest. The results showed that for prospective teachers, MS-C increased in the medium category while the MS-C indicators achieved in the medium and low categories. The increase of MS-C is due to the effectiveness of collaborative mind mapping (CMM) learning strategy and the process of strengthening MS-C capacity of prospective teachers. The CMM facilitates prospective teachers to construct creative ideas through structured collective ideas that support the increase of MS-C among prospective teacher.
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