Development of Learning Materials Based on Realistic Mathematics Education Approach to Improve Students’ Mathematical Problem Solving Ability and Self-Efficacy

Ulandari, Lavenia; Amry, Zul; Saragih, Sahat

doi:10.29333/iejme/5721

Cited by 91 publications

(70 citation statements)

References 14 publications

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“…Many researchers, especially in Indonesia, researched the influence of the CORE model, as well as a realistic mathematical approach to students' mathematical problem-solving abilities. Their results show that there is an increase in students' mathematical problem-solving abilities after learning with the CORE model (Purwati, Rochmad, & Wuryanto, 2018;Wijayanti et al, 2017), and the achievement and improvement of mathematical problem-solving abilities of students who study through RME approach are better than students who learn using conventional approach (Ulandari, Amry, & Saragih, 2019;Huda, Florentinus, & Nugroho, 2020;Chong, Shahrill, & Li, 2019). These previous studies analyzed the effect of the CORE model as well as a realistic mathematical approach to problem-solving abilities, but the implementation was separated.…”

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confidence: 99%

Students’ Mathematical Problem-Solving Ability Based on Teaching Models Intervention and Cognitive Style

2020

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The study aimed to analyze the interaction effect teaching models and cognitive style field dependent (FD)-field independent (FI) to students' mathematical problem-solving ability (MPSA), as well as students' MPSA differences based on teaching models and cognitive styles. Participants in this study were 145 junior high school students, with details of 50 students learning through the Connect, Organize, Reflect, and Extend Realistic Mathematics Education (CORE RME) model, 49 students use the CORE model, and 46 students use the Conventional model. Data collection tools used are the MPSA test, and the group embedded figure test (GEFT). The MPSA test finds out that there are interaction effect teaching models and cognitive styles on students' MPSA, as well as a significant difference in MPSA students who study through the CORE RME model, CORE model, and Conventional model. Based on cognitive style, between students who study through CORE RME model, CORE model, and Conventional model found that there was no significant difference in MPSA between FI students. Furthermore, there were significant differences in MPSA between FD students and also MPSA of FI students better than MPSA FD students. Therefore, teaching models and student cognitive styles are very important to be considered in the learning process, so students are able to solve mathematical problems. AbstrakPenelitian ini bertujuan untuk menganalisis efek interaksi model pembelajaran dan gaya kognitif field dependent (FD)-field independent (FI) terhadap kemampuan pemecahan masalah matematika (KPMM) siswa, serta perbedaan KPMM siswa berdasarkan model pembelajaran dan gaya kognitif. Partisipan dalam penelitian ini sebanyak 145 siswa sekolah menengah pertama, dengan perincian 50 siswa belajar melalui model CORE RME, 49 siswa belajar melalui model CORE, dan 46 siswa belajar melalui model Konvensional. Alat pengumpulan data yang digunakan adalah tes KPMM, dan group embedded figure test (GEFT). Temuan dari tes KPMM adalah terdapat efek interaksi model pembelajaran dan gaya kognitif terhadap KPMM siswa, serta adanya perbedaan secara signifikan KPMM siswa yang belajar melalui model CORE PMR, model CORE, dan model Konvensional. Berdasarkan gaya kognitif, antara siswa yang belajar melalui model CORE PMR, model CORE, dan model Konvensional ditemukan bahwa tidak terdapat perbedaan secara signifikan KPMM antara siswa FI. Selanjutnya, terdapat perbedaan secara signifikan KPMM antara siswa FD dan KPMM siswa FI lebih baik dari KPMM siswa FD. Oleh karena itu, model pembelajaran dan gaya kognitif siswa sangat penting untuk dipertimbangkan dalam proses pembelajaran, sehingga siswa dapat memecahkan masalah matematika. Kata kunci: Kemampuan pemecahan masalah matematika, Model pembelajaran, Field dependent-Field independentHow

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confidence: 99%

Students’ Mathematical Problem-Solving Ability Based on Teaching Models Intervention and Cognitive Style

2020

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“…A systematic approach involves the implementation of a number of principles. As a fundamental principle, we singled out the principle of openness, continuity, consistency and systematicity, which "is due to objectively existing stages of cognition, the interconnection of the sensual and logical, rational and irrational, conscious and unconscious" [9,10,12,13]. The transition of knowledge from a simple step to a more complex one is a natural development process, the violation of which leads to unconscious actions and superficial knowledge and, therefore, inhibition of the development process.…”

Section: Methodsmentioning

confidence: 99%

A Systematic Method to the Formation of Career Orientation of Adolescents in Terms of Additional Education

2019

IJITEE

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 Abstract: The problem of the career orientation for adolescents in the context of their further education is caused by a number of circumstances. First of all, amid the demand by the state and society for creative professions, the younger generation has a superficial and disorienting idea of the nature and specificity of professional activity. In addition, the professional sphere of activity of an artist, a designer, a decorator is being improved and complicated, requiring a specialist to possess high information, computer, and art technologies. A purposeful acquaintance with future professions in the field of visual and spatial arts, the professional formation of such a specialist, starting from age of adolescence, is facilitated by a modern system of additional education with high potential. Proceeding from this, the indicated problem requires science to develop its theoretical and methodological foundations, a substantial technological base and appeal to innovative, developing, personality-oriented ways of organizing the educational process of an integrated type. Within the framework of this study, we dwell on the methodological foundations of the formation of career orientation and consider in more detail the systematic approach as fundamental.As a result, we studied the concept of "career orientation", revealed the essence of the career orientation formation process in adolescents, which is carried out in close connection with other mental processes and personality traits. It was proved during the experiment that the use of a systematic approach and relevant principles contributes to more effective formation of career orientation for adolescents.

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“…Their research showed that the mathematical understanding of students taught using learning-based context was higher than those taught using the conventional method. Furthermore, Simamora, et al (2018) and Ulandari, et al (2019) used Batak context to improve students' mathematical problem solving abilities and self-efficacy. Simamora integrated the context in their learning strategy.…”

Section: Researcher (R)mentioning

confidence: 99%

Potential Effect of PISA Equivalent Questions Using the Context of Aceh Traditional Houses

Usnul

Johar

Sofyan

2019

J. Res. Adv. Math. Educ

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The achievement of Indonesian students in PISA remains unsatisfactory, as evidenced by their scores that are below the baseline level set in PISA. One of the contributing factors is that Indonesian students are less trained in solving problems with characteristics such as in PISA items. Therefore, it is necessary to familiarize Indonesian students with PISA equivalent problems, but the availability of these questions is still limited, especially concerning reasoning ability. In addition, the use of context is also crucial, especially the local contexts, which can help students understand mathematical phenomena from the perspective of their life experiences. The purpose of this study was to develop the questions of PISA equivalent mathematical reasoning ability using the context of Aceh traditional houses. This research used formative evaluation type development research from Tessmer. The results of this study were 12 mathematical questions equivalent to PISA using the context of Aceh traditional house. The potential effect of the questions developed was analyzed based on the student's responses to the questionnaire, including two aspects: 1) students are interested and seriously working on the questions and 2) the students are interested in using the equivalent PISA questions in the future.

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Development of Learning Materials Based on Realistic Mathematics Education Approach to Improve Students’ Mathematical Problem Solving Ability and Self-Efficacy

Cited by 91 publications

References 14 publications

Students’ Mathematical Problem-Solving Ability Based on Teaching Models Intervention and Cognitive Style

Students’ Mathematical Problem-Solving Ability Based on Teaching Models Intervention and Cognitive Style

A Systematic Method to the Formation of Career Orientation of Adolescents in Terms of Additional Education

Potential Effect of PISA Equivalent Questions Using the Context of Aceh Traditional Houses

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