Eliciting Mathematical Thinking of Students through Realistic Mathematics Eucation

Anwar, Lathiful; Budayasa, İ Ketut; Amin, Siti Maghfirotun; Haan, Dédé de

doi:10.22342/jme.3.1.620.55-70

Cited by 16 publications

(13 citation statements)

References 3 publications

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“…Difficulties experienced by students are caused by several factors, including: (1) the learning approach factor, the learning approach used in learning lacks building students' thinking abilities and problem-solving abilities according to the opinion of Kansanen (2003). Some things that characterize learning practices in Indonesia are generally teachercentered learning; (2) the factor of study habits, students are only accustomed to learning by memorizing, this method is not so training in thinking skills and problem-solving abilities, this method is the result of learning that teachers normally use is conventional learning, where students are crammed with concepts, examples of questions, then the matter of practice according to Anwar, Budayasa, Amin, & de Haan (2012). Related to efforts to improve communication skills, teachers are expected to think about the Hypothetical Learning Trajectory (HLT) through realistic mathematics learning (RME) that will occur in mathematics learning, so that communication skills can be improved, Prahmana & Suwasti (2014) RME learning is learning that has 4 aspects namely using context, using models, interactivity, utilizing construction results, and interrelationships (Nuraida, 2017(Nuraida, , 2018.…”

Section: Introductionmentioning

confidence: 99%

Hypothetical Learning Trajectory in Realistic Mathematics Education to Improve the Mathematical Communication of Junior High School Students

Nuraida

Amam

2019

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This research was motivated by the difficulties of junior high school students in linear equation system material. The focus of this research is to produce the Hypothetical Learning Trajectory (HLT) system of linear equations based on the development of Learning Trajectory (LT) with the aim of research to improve students' mathematical communication skills. Research method used design Research with 3 phases: Preliminary design, teaching experiment, and retrospective analysis. The subject of study in SMP grade VII in Tasikmalaya district. This research uses the instrument of communication skills test students. Processing of research data using test-T. Based on the results of the research obtained: (a) HLT results from the development of LT linear alignment system in RME to improve student mathematical communication skills; and (b) students who acquire RME learning have increased mathematical communication skills greater than those who acquire conventional learning.

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Section: Introductionmentioning

confidence: 99%

Hypothetical Learning Trajectory in Realistic Mathematics Education to Improve the Mathematical Communication of Junior High School Students

Nuraida

Amam

2019

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“…Furthermore, PMRI is adapted from RME (Realistic Mathematics Education) in the Netherlands that views mathematics as a human activity. RME emphasizes mathematics education as a process of performing mathematics in reality that leads to a result, mathematics as a product [5]. Despite the fact that PMRI is based on RME learning, it is developed and adapted in accord with Indonesia's context and culture.…”

Section: Introductionmentioning

confidence: 99%

Implementing Realistic Mathematics Education for Elementary Schools in Indonesia

Inharjanto¹,

Lisnani²

2019

Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018)

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In mathematics learning, concepts and contexts are required that students are able to learn from real-life environment. However, teachers generally equip students with formulas without being accompanied by the ability to comprehend basic concepts. Mathematics learning will indeed be enjoyable if it is not only textbook-based but also followed by real-life experience. This study aims to investigate whether local cultural context could foster students' concept understanding in mathematics learning, particularly plane figures. Therefore, the research will, firstly, describe plane figures learning that uses the Indonesian Realistic Mathematics Education approach via iceberg and, secondly, discover students' improvement in concept comprehension after applying the approach. 50 elementary school students participated in the research, which employed experimental and descriptive methods. Further, the study results demonstrate an increase in concept comprehension, indicated from the increase in student learning achievement based on the average score of the experimental class and of the control class (88.40 and 72.91 respectively). Next, the independent sample ttest suggests t-count is higher than t-table, therefore Ho is rejected and Ha accepted. Thus, the learning outcomes of the class using the PMRI approach linked to Palembang's cultural context has increased.

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“…The learning process should stimulate students to explore themselves with their own learning process. the teacher must give the students freedom to express their mathematical thinking [2,3]. Learning process takes place because the students get something that is in the environment.…”

Section: Introductionmentioning

confidence: 99%

Improving mathematical ability and student learning outcomes through realistic mathematic education (RME) approach

Agustina

Utomo

Chikita

2018

IJET

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This study was conducted based on preliminary study conducted by researchers who found that students' mathematical ability is still low to solve contextual problems, this will certainly have an impact on student learning outcomes that are less than the maximum. The purpose of this research is (1) To know the application of learning using Realistic Mathematics Education (RME) learning approach, (2) To know the improvement of students' mathematical ability on the story after using Realistic Mathematics Education (RME) learning approach, (3) improving student learning outcomes after using Realistic Mathematics Education (RME) learning approach. RME is a learning approach that emphasizes experiences, events, or something close to the real situation imaginable by students as a means of providing insight into math problems. The ability of mathematization is the ability of students to identify real-world problems and then translate them into sentences (mathematical models) and solve the model to get the solution of the real problem. Classroom Action Research (CAR) is conducted in SMP Negeri 2 Lumajang class VIII A 2016/2017 subject matter opportunities. This study consists of 2 cycles. In this research, it is found that (1) Realistic Mathematics Education (RME) implementation consists of understanding contextual problem, solving problems, comparing and discussing answers, and concluding. Percentage of achievement in the first cycle 72% increased in cycle II to 92%, (2) students' mathematization ability increased from cycle I to 77% then in cycle II reached 79%, (3) Percentage of learning achievement classic in cycle I reach 62,5% increase in cycle II to 81,25%. The average learning outcome of cycle I was 78.71 increasing in cycle II to 83.21. The conclusion can be obtained is the application of learning Realistic Mathematics Education (RME) able to improve the ability of mathematization and student learning outcomes in class VIII A SMP Negeri 2 Lumajang. Therefore, teachers are expected to improve students' mathematical skills in order to maximize learning outcomes by applying Realistic Mathematics Education (RME) learning.

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Eliciting Mathematical Thinking of Students through Realistic Mathematics Eucation

Cited by 16 publications

References 3 publications

Hypothetical Learning Trajectory in Realistic Mathematics Education to Improve the Mathematical Communication of Junior High School Students

Hypothetical Learning Trajectory in Realistic Mathematics Education to Improve the Mathematical Communication of Junior High School Students

Implementing Realistic Mathematics Education for Elementary Schools in Indonesia

Improving mathematical ability and student learning outcomes through realistic mathematic education (RME) approach

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