Developing Realistic and Child-friendly Learning Model for Teaching Mathematics

Setyaningsih, Nining; Rejeki, Sri; Ishartono, Naufal

doi:10.23917/jramathedu.v4i2.8112

Cited by 31 publications

(11 citation statements)

References 8 publications

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“…This Realistic Mathematics Education (PMR) approach focuses on realistic concepts where students are able to understand material with examples and questions, and can imagine and illustrate mathematics learning materials related to everyday life [21]. The application of a child-friendly realistic learning model shows the practicality of the RME model is very good for use in children and teachers are able to manage mathematics learning well and fun [22]. RME makes mathematics learning more meaningful in completing mathematics learning and is able to improve mathematical problem solving abilities and increase children's independence in learning activities.…”

Section: Resultsmentioning

confidence: 99%

Early Childhood Mathematics Learning in Realistic Mathematical Education (RME)

Utama¹,

Utami²,

Wilujeng³

2022

Proceedings of the 1st UPY International Conference on Education and Social Science (UPINCESS 2022)

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Mathematics is an ability that is used in everyday life in all aspects of age. The competence of mathematical abilities is important for every individual so that it must be introduced from an early age. This study aims to describe empirically early childhood mathematics learning in Realistic Mathematical Education (RME). This research is a qualitative research with a literature study approach. The findings show that: Mathematical ability is the main thing as a provision to live daily life so that mathematics must be introduced from an early age. Mathematics is closely related to the ability to think and is indispensable in all daily activities. In building mathematical knowledge in children, learning mathematics to be taught should be done in a fun way and using the simplest things that are close to the child's life and are realistic. Realistic Mathematical Education is a practical solution in making mathematics learning more meaningful, engaging and fun. In the application of Realistic Mathematical Education, it is not only a provision in carrying out all activities in life but also can improve children's skills in solving problems and thinking critically. Furthermore, the correct mastery of mathematical concepts from an early age will contribute optimally to learning mathematics at higher levels of education.

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Section: Resultsmentioning

confidence: 99%

Early Childhood Mathematics Learning in Realistic Mathematical Education (RME)

Utama¹,

Utami²,

Wilujeng³

2022

Proceedings of the 1st UPY International Conference on Education and Social Science (UPINCESS 2022)

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“…This type of research was development research, because this research focused on developing a model and learning device. The development of this research refers to the Plomp development model (Setyaningsih et al, 2019), whose development includes several phases such as:…”

Section: Methodsmentioning

confidence: 99%

The expansion of sociocultural theory-oriented mathematical learning model

Ardana

Ariawan

Sugiharni

2021

CJES

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The research aim was to obtain a Sociocultural Theory-oriented Mathematics Learning Model with Tri Hita Karana insight that is valid, practical, and effective in developing the good character of students in learning mathematics. This research was a research and development with reference to the development of Plomp. The data collection techniques used tests and questionnaires. The results showed that: (1) the Sociocultural Theory-oriented Mathematics Learning Model with Tri Hita Karana insight is valid, practical, and effective to use to develop the good character of students; (2) there was an increase in the good character of students from the category ‘sometimes shows good behavior according to the Tri Hita Karana aspect and often behaves not in accordance with the Tri Hita Karana aspect’ to the category ‘often and consistently shows good behavior according to the Tri Hita Karana aspect’; and (3) positive student responses to learning. Keywords: Mathematical learning, sociocultural theory, tri hita karana, pawongan, tri pramana

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“…Nilai rata-rata Ulangan Harian Dalam membudayakan literasi numerasi konteks seintifik, guru sebelum memfasilitasi dan membimbing siswa pemecahan masalah mengingatkan kembali konsepnya. Hal ini senada dengan menyelesaikan soal literasi matematika terlebih dahulu mengidentifikasi konsep dari masing-masing komponen permasalahan (Setyaningsih et al, 2019;Astuti, Fahinu, & Maasuha, 2018). Masalah yang diklasifikasikan dalam konteks ini berkaitan dengan aplikasi matematika di alam semesta dan isu serta topik yang berkaitan dengan sains dan teknologi.…”

Section: B Pendampingan Implementasiunclassified

Pemberdayaan Guru Sekolah Dasar Muhammadiyah dalam Pembudayaan Literasi Numerasi Era Pandemi Covid-19

Novitasari

Sutama²,

Narimo³

et al. 2023

warta

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Numeracy is a strong foundation for attitude and action during the Covid-19 period. The cultivation of numeracy literacy at SD Muhammadiyah PK Boyolali has not met expectations. There are three objectives of this activity. 1) Teachers master the strategy of cultivating numeracy literacy. 2) The teachers apply the strategy of cultivating numeracy literacy well, students are happy and accustomed to learning numeracy literacy. 3) There is an increase in students' numeracy literacy skills. The activity was carried out at SD PK Boyolali and Banyudono Boyolali, January-June 2021. Participants were 25 teachers and 114 students. The implementation method goes through three stages, namely workshops, implementation assistance and assessment. Results of the activity: 1) The teachers mastered the strategy of cultivating numeracy literacy well, shown in the learning tools. 2) The teachers apply the strategy of cultivating numeracy literacy by a) getting used to various strategies for various questions, b) giving enough time to try questions, c) inviting them to solve problems in other ways, d) inviting them to look at other possibilities, e) when facing difficult problems not avoided but using time to repeat and work on more questions, and f) flexibility in problem solving. The students are happy and accustomed to learning numeracy literacy by, a) practicing consistently, disciplined and continuously, b) studying mathematics material outside the school curriculum, c) avoiding looking at answers before trying to work on questions, d) practicing writing down answers systematically, and e) try to solve the problem in another way. 3) There is an increase in students' numeracy literacy skills, both in personal, socio-cultural, and scientific contexts.

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Developing Realistic and Child-friendly Learning Model for Teaching Mathematics

Cited by 31 publications

References 8 publications

Early Childhood Mathematics Learning in Realistic Mathematical Education (RME)

Early Childhood Mathematics Learning in Realistic Mathematical Education (RME)

The expansion of sociocultural theory-oriented mathematical learning model

Pemberdayaan Guru Sekolah Dasar Muhammadiyah dalam Pembudayaan Literasi Numerasi Era Pandemi Covid-19

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