Implementing Realistic Mathematics Education for Elementary Schools in Indonesia

Abstract

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.

Design of Quadrilateral Learning with RME Approach for Junior High School Students

“…The quadrilateral is one of the basic mathematical concepts that is very important to learn at the junior high school level (Rahaju, 2018;Nisiyatussani et al, 2018). In general, quadrilaterals are included in the type of flat wake consisting of parallelograms, rectangles, squares, rhombuses, kites and trapezoids (Inharjanto, 2018). This material consists of abstract geometric concepts and definitions needed in solving problems related to the use of geometry in everyday life (Gunhan, 2014).…”

Philosophy-Infused Culture-Based Learning Models In Mathematics Education

“…The adoption of realistic mathematics education (RME) and problem-based learning models aims to create problem-oriented classroom cultures, fostering interactive learning and deeper understanding of mathematical concepts (Fauziah et al, 2017;Sembiring et al, 2008;Inharjanto & Lisnani, 2019). These pedagogical approaches promote active student engagement.Emphasizing inquiry-based mathematics education enhances students' reasoning abilities and critical thinking skills, contributing to a more comprehensive and effective approach to mathematics education (Dorier & Mass, 2020;Mestrinho & Cavadas, 2018).…”