How a Realistic Mathematics Educational Approach Affect Students’ Activities in Primary Schools?

Arsaythamby, V.; Zubainur, Cut Morina

doi:10.1016/j.sbspro.2014.12.378

Cited by 62 publications

(38 citation statements)

References 3 publications

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“…The PMRI is aligned with the Indonesian culture, geography and the ability of Indonesian society in general (Soedjadi, 2007;Sembiring, Hadi, & Dolk, 2008;Prahmana, Zulkardi, & Hartono, 2012, Arsaythamby & Zubainur, 2014.…”

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confidence: 99%

The Learning Trajectory of Number Pattern Learning Using Barathayudha War Stories and Uno Stacko

Risdiyanti

Prahmana

2020

J. Math. Educ.

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In recent years, several researchers have tried to use stories and games as a starting point for learning mathematics. This is allegedly able to increase students' mathematical abilities and make learning mathematics more enjoyable. Therefore, this research is aimed to design a mathematics learning trajectory in pattern number using Barathayudha War Stories and Uno Stacko games as a starting point or context in the learning process with the Indonesian Realistic Mathematics Education (IRME) approach. The research method used is a design research that contains three stages, preliminary design, teaching experiment, and retrospective analysis. The result of this research is the learning trajectory design of number pattern learning using Barathayudha war stories and Uno Stacko. The design consists of four activities, which is a detective of Barathayudha war; rebuilt Abimayu fortress at the battlefield of Kurusetra; find the unique secret number code of Abimayu fortress; and built another fort using number pattern. The results showed Barathayudha war stories and Uno Stacko can stimulate students to understand their knowledge of pattern number concept which is the stages in the learning trajectory of student have an essential role in understanding the concept.

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confidence: 99%

The Learning Trajectory of Number Pattern Learning Using Barathayudha War Stories and Uno Stacko

Risdiyanti

Prahmana

2020

J. Math. Educ.

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“…The problems characteristics/math test items given in this model is dealt with realistic, contextual, and the familiar illustration for the students. The reason of giving unique math items because mathematics: is useful and applicable for daily live, simple, clear communication media to present the information ( [20], [21], [22]). Starting the mathematic class with the contextual dan realistic give a strong foundation for the students to start a math lesson.…”

Section: B Discussionmentioning

confidence: 99%

“…22 of 2006 [3] and No. 22 of 2016 [4] on Content Standards, it is explained that initiating learning by presenting the contextual problems that must be solved by the students should be a habit undertaken by teachers in the school. National Council of Teachers of Mathematics/NCTM [5] also suggests that problem-solving skills are part of the standard process in mathematics learning.…”

Section: Introductionmentioning

confidence: 99%

The Validity of Realistic Problem Based Learning Model Development of Mathematics Learning in Vocational High School (SMK)

Eliza¹,

Fauzan²,

Lufri³

et al. 2019

Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018)

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The aims of this research is to determine the validity aspects of Realistic Problem Based Learning Model or abbreviated as Reaalistic PBL Model for students of SMK grade X1 semester 1 in Padang. Realistic PBL Model is a learning model developed from Problem Based Learning Model and Realistic Mathematics Education Approach (RME Approach). The development stages of the Realistic Model PBL refer to the Plomp Model consisting of (1) the introductory stage, (2) the prototyping stage which includes planning, evaluation and revision, and (3) the product assessment stage. The validity aspect of Realistic PBL Model is investigated at prototyping stage with 6 test subjects consisting of 4 mathematicians and 1 educational technologist and 1 linguist. The results show that PBL RealisticModel which includes syntax/learning steps, social system, reaction principle, support system and instructional impact and supporting tools, along with learning support tools have fulfilled valid criteria.

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“…This is conducted since it makes easy for student in understanding of mathematical concept and applying the concept in their daily life well. Moreover, by introducing learning mathematics concept through their daily life or daily life problems make learning mathematics more interesting and meaningful for students where the problems were in the student's knowledge and experience [11]. Explained that students usually don't enjoy learning activities well and can properly not apply mathematics in daily life when they sit passively and learn mathematics concept that are not relevant to their daily life [12].…”

Section: Relationmentioning

confidence: 99%

Designing lesson plan of integer number operation based on fun and easy math (FEM) approach

Fouryza

Amin

Ekawati

2019

IJERE

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This paper dealt with the design of learning tools, that was the development of learning implementation plan or Rencana Pelaksanaan Pembelajaran (RPP) based on Fun and Easy Math (FEM) approach in the form of a number line model. FEM was an approach in order to teach mathematics effectively to students in a fun and easy way according to the patterns and rules, making it easier for students to understand mathematical concepts and driving them to actively participate in learning activity. Furthermore, the number line model based on the rules aimed to provide the real idea of mathematical concept and avoid the mathematical manipulation. The design of RPP development was intended to create a new RPP which was divided into three activities, namely introduction, core, and closing. The method of lesson plan development used a Plomp’s development model which was consisted of three phases, namely preliminary research, prototype, and evaluation. The results of this development were expected to help students in understanding the mathematical concepts, namely integer calculation operations especially addition and subtraction, increasing student activeness in learning process, and avoiding the existence of mathematical manipulation.

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How a Realistic Mathematics Educational Approach Affect Students’ Activities in Primary Schools?

Cited by 62 publications

References 3 publications

The Learning Trajectory of Number Pattern Learning Using Barathayudha War Stories and Uno Stacko

The Learning Trajectory of Number Pattern Learning Using Barathayudha War Stories and Uno Stacko

The Validity of Realistic Problem Based Learning Model Development of Mathematics Learning in Vocational High School (SMK)

Designing lesson plan of integer number operation based on fun and easy math (FEM) approach

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