Kemampuan Berpikir Kreatif Siswa dengan Pendekatan Pendidikan Matematika Realistik Indonesia (PMRI)

Lestari, Dwi; Testiana, Gusmelia; Agustiani, Riza

doi:10.19109/jpmrafa.v4i1.3766

Cited by 11 publications

(12 citation statements)

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“…It's just that in RME there are clear principles and characteristics that can be directly implemented in learning mathematics. This is supported by the results of previous research [3] (Agustiani, 2015), that for further understanding (analysis) it is good if teachers and prospective teachers often train/develop RME practical skills. So that the focus of achievement is not only on theoretical reasoning but also on skills.…”

Section: Discussionsupporting

confidence: 76%

Cognitive Competence of Prospective Elementary Teachers on Realistic Mathematic Education through Cooperative Learning

Puji Lestari

2024

jes

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Having cognitive competence in mastering learning theory and designing learning is one of the important competencies for prospective teachers to have. The description of prospective teacher competence is important for lectures to follow up. One approach to learning in mathematics is Realistic Mathematic Education (RME). RME is a student-centered approach to learning mathematics adopted from the Netherlands and holds to the principle that mathematics is a human activity. This learning approach has been implemented massively in the last few decades in Indonesia and has had a positive impact so this approach is important to teach. However, there are still many prospective elementary teachers who do not know and understand what and how to implement RME itself. Because of the importance of the cognitive competence that prospective elementary teachers must have regarding this RME approach, further research is needed on this matter. The aim of this study is to describe how the cognitive abilities of prospective elementary teachers on RME approach with the application of cooperative learning. The method used in this study was descriptive qualitative with observation and survey data collection techniques which were analyzed using cognitive levels according to PISA and Anderson on 50 prospective elementary teachers in Yogyakarta State University or in Bahasa Universitas Negeri Yogyakarta (UNY) 4th semester students. The results of this study were that most students had a fairly good theoretical understanding of RME. Although to apply it in learning mathematics requires more training, especially in designing contextual problems and how to evaluate them with various other approaches in learning mathematics.

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Section: Discussionsupporting

confidence: 76%

Cognitive Competence of Prospective Elementary Teachers on Realistic Mathematic Education through Cooperative Learning

Puji Lestari

2024

jes

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“…Pengembangan kemampuan berpikir kreatif matematis peserta didik di Indonesia masih minim perhatian, hal ini disebabkan oleh fokus guru yang lebih pada logika dan kemampuan berhitung dalam mengajar matematika (Saefudin, 2012). Martin et al (2016) merilis hasil studi internasional TIMSS 2015 bahwa hanya 6% peserta didik dari Indonesia yang mampu menjawab soal kategori tinggi dan lanjut dengan baik serta hanya 15% peserta didik yang mampu menjawab soal kategori sedang dengan baik.…”

Section: Pendahuluanunclassified

Telaah Challenge Based Learning (CBL) Bernuansa Etnomatematika Berbantuan Instagram terhadap Kemampuan Berpikir Kreatif Matematis

Izzulhaq,

Ardiansyah

2023

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Mathematical creative thinking ability is an important aspect in facing the era of disruption. Based on the results of PISA and TIMSS studies, the mathematical creative thinking ability of students in Indonesia is still low. Challenge Based Learning (CBL) presents an alternative solution to address this problem. On the other hand, ethnomathematics and instagram will bring their own meaningfulness to students' learning. The innovation of CBL with an ethnomathematics nuance, supported by instagram, becomes one alternative in developing mathematical creative thinking abilities. This study aims to describe the effect of CBL with an ethnomathematics nuance supported by instagram on mathematical creative thinking ability through a literature review. The literature review analysis was conducted on relevant national and international studies. The facts show that the use of CBL models makes students more creative and innovative, thus developing their mathematical creative thinking ability. The CBL framework integrated with ethnomathematics supported by instagram will provide a unique learning significance for students. The results of the literature review indicate that the innovative CBL model with an ethnomathematics nuance supported by instagram can have a positive impact on students' mathematical creative thinking ability.

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“…Namun ditemukan bahwa siswa masih tergolong kurang dalam memahami masalah yang terkait dengan kemampuan berpikir kreatif (Siregar, Darhim, & Cahya, 2018). Berpikir kreatif hanya mendapatkan perhatian kecil dalam pembelajaran matematika, bahkan banyak guru yang justru memprioritaskan pada kemampuan lain seperti kemampuan logika dan komputasi (Saefudin, 2012). Sementara disisi lain kreatifitas begitu penting dalam meningkatkan pemahaman dan mengembangkan hasil belajar siswa ketika mereka memberikan perhatian penuh terhadap proses pembelajaran (Beetlestone, 2012).…”

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Kadir¹,

Alifah²,

Amir³

2022

Riset_Konseptual

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Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kreatif siswa materi segitiga dan segiempat kelas VIII MTs Madani Alauddin. Jenis penelitian yang diaplikasikan yaitu penelitian deskriptif dengan pendekatan kualitatif yang melibatkan 6 orang siswa sebagai subjek penelitian dengan tingkat kemampuan yang berbeda tinggi, sedang dan rendah. Data dianalisis berdasarkan hasil tes kemampuan berpikir kreatif yang diperkuat dengan wawancara mendalam. Hasil penelitian menunjukkan siswa kemampuan tinggi mampu menunjukkan kemampuan yang baik dalam aspek kefasihan dan fleksibilitas tapi masih kurang dalam aspek kebaruan. Subjek kemampuan sedang tidak menunjukkan aspek kefasihan, fleksibilitas dan kebaruan. Mereka memahami maksud soal tetapi masih kekurangan strategi dan informasi penyelesaian. Subjek kemampuan rendah tidak memahami maksud pertanyaan, tidak mempunyai strategi penyelesian serta jawaban yang dihasilkan salah. Hal tersebut mengindikasikan subjek kemampuan rendah tidak menunjukkan kemampuan berpikir kreatif dari aspek kefasihan, fleksibilitas dan kebaruan. Hasil analisis menujukkan kemampuan berpikir kreatif topik segitiga dan segiempat memiliki perbedaan berdasarkan tingkat kemampuan siswa.

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Kemampuan Berpikir Kreatif Siswa dengan Pendekatan Pendidikan Matematika Realistik Indonesia (PMRI)

Cited by 11 publications

References 0 publications

Cognitive Competence of Prospective Elementary Teachers on Realistic Mathematic Education through Cooperative Learning

Cognitive Competence of Prospective Elementary Teachers on Realistic Mathematic Education through Cooperative Learning

Telaah Challenge Based Learning (CBL) Bernuansa Etnomatematika Berbantuan Instagram terhadap Kemampuan Berpikir Kreatif Matematis

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