Mathematizing Process of Junior High School Students to Improve Mathematics Literacy Refers PISA on RCP Learning

Wardono, .; Mariani, Scolastika; Hendikawati, Putriaji; Ikayani,

doi:10.1088/1742-6596/824/1/012049

Cited by 11 publications

(5 citation statements)

References 2 publications

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“…The advantage of the Indonesian Realistic Mathematics Education (PMRI) approach is that it emphasizes the problems taken, namely problems in real life that students can see and feel. As stated by Wardono & Mariani (2014) the advantage of RME is that it emphasizes learning by doing, in accordance with the concept developed by Freudental by linking things related to real life. Teaching and learning activities carried out in schools will be successful if supported by psychological aspects related to students' attitudes when working on assignments in the form of questions in solving a problem, which requires perseverance and thoroughness in solving the problem.…”

Section: Figure 2 Student Work Resultsmentioning

confidence: 81%

Students’ Mathematical Literacy Ability in Terms of Self Efficacy Through Problem Based Learning with PMRI Approach

Purnaningtyas,

Safa’atullah

2023

Unnes J. Math. Educ.

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This research aims to (1) find out whether mathematical literacy through Problem-Based Learning with PMRI Approach (PBL-PMRI) achieves Actual Completion Limit (ACL); (2) find out whether mathematical literacy through PBL-PMRI is classically complete; (3) to find out whether the average and proportion of mathematical literacy through PBL-PMRI is more than the average and proportion of mathematical literacy through PBL; (4) knowing whether students' self-efficacy influences mathematical literacy through PBL-PMRI; (5) describe mathematical literacy through PBL-PMRI based on students' self-efficacy. The research method used is a mixed method with a sequential explanatory design. Sampling in this research with cluster random sampling. While taking the subject with purposive sampling. The results of this research are: (1) mathematical literacy through PBL learning with the PMRI approach achieves Actual Completion Limit (ACL); (2) mathematical literacy through PBL-PMRI learning achieves classical mastery; (3) the average and proportion of students' mathematical literacy through PBL-PMRI are more than the average and proportion of mathematical literacy through PBL; (4) self-efficacy affects mathematical literacy through PBL-PMRI; (5) description of students' mathematical literacy with categories: (a) self-efficacy on fulfilling the four indicators; (b) self-efficacy is in the moderate of fulfilling 3 indicators and tends not to fulfill 1 indicator; (c) lower self-efficacy tends to fulfill 2 indicators, tends not to fulfill 1 indicator, and does not fulfill 1 indicator.

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Section: Figure 2 Student Work Resultsmentioning

confidence: 81%

Students’ Mathematical Literacy Ability in Terms of Self Efficacy Through Problem Based Learning with PMRI Approach

Purnaningtyas,

Safa’atullah

2023

Unnes J. Math. Educ.

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“…A vertical mathematization is a form of formalizing where the mathematical model obtained in horizontal mathematization becomes the foundation for the development of a more formal mathematical concept. In line with that, Murdani (in [5]) argues that vertical mathematization is an activity for formulating mathematical problems in various problem solving using some mathematical rules accordingly. The process of vertical mathematization does not occur sequentially or after the whole process of horizontal mathematization occurs intact, but both processes of mathematization can occur like stairs that often happen alternately in stages.…”

Section: Introductionmentioning

confidence: 89%

A Study of Geometry Concept Mathematization Process on Blind Student Visual Imagery

Ani¹,

Juniati²,

Budayasa³

2018

IJET

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Mathematization is organizing activities in finding regularities, relationships, and structures using first knowledge and skills. Mathematical learning classifies mathematization become horizontal mathematization and vertical mathematization. The horizontal mathematization deals with generalizing processes, while the vertical mathematization is a form of formalizing. This research analyzes geometry concept mathematization process on blind student visual imagery. This research was an exploratory study using a qualitative approach. These subjects research were one of the sixth-grade students who experienced a total blind since fifth grade from Elementary School for exceptional children in Surabaya and one of the fourth-grade student of an Elementary School for exceptional children in Sidoarjo who was totally blind by birth. The researcher interviewed and observed subjects that carried out two times by using similar problems at two different times. The subjects are assigned to explain their thinking about the definition of the angle that they recognize in their way. The blind students grapple with imaginative ideas that translated into formal definitions. Although the formal definition of the students has not entirely fulfilled their formal mathematical definition, they have been constructed the concept of the angle through mind experiments and sought to give the imagined the angle with their visual limitations.

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“…Siklus pemodelan yang dimaksud yaitu proses matematisasi. Dalam proses matematisasi, terjadi proses menetapkan konsep dari suatu fenomena atau memodelkan suatu fenomena dengan matematis (Wardono, 2017). Pada proses matematisasi, siswa berperan sebagai penerima aktif sehingga siswa diharapkan dapat mengembangkan potensi matematikanya sendiri (Hadi, 2002).…”

Section: Pendahuluanunclassified

Proses Matematisasi Siswa SMP Dalam Menyelesaikan Masalah Kontekstual Ditinjau Dari Kemampuan Matematika

Chasanah¹

2021

MATHEdunesa

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Kemampuan matematika yang dimiliki setiap siswa dapat mempengaruhi proses matematisasi siswanya dalam menyelesaikan masalah kontekstual. Dengan mengetahui proses matematisasi yang dilakukan siswa, guru dapat memahami apa yang dibutuhkan siswa dalam menyelesaikan masalah. Tujuan penelitian ini adalah untuk mendeskripsikan proses matematisasi siswa SMP dalam menyelesaikan masalah kontekstual ditinjau dari kemampuan matematika. Penelitian ini merupakan penelitian yang menggunakan pendekatan deskriptif kualitatif. Subjek dalam penelitian ini terdiri dari tiga siswa SMP kelas IX. Data ini diperoleh dari tes kemampuan matematika, tes matematisasi dan tes wawancara. Hasil penelitian proses matematisasi siswa SMP dalam menyelesaikan masalah matematika ditinjau dari kemampuan matematika menunjukkan bahwa siswa dengan kemampuan matematika tinggi, sedang dan rendah dapat menerjemahkan masalah dunia nyata ke dalam masalah matematika, serta dapat menyelesaikan masalah matematika menggunakan konsep dan keterampilan matematika yang sudah dikuasai. Namun, pada tahap merefleksi dan menvalidasi proses yang sudah dilakukan dan hasil yang sudah didapat, hanya siswa dengan kemampuan matematika tinggi yang dapat melakukannya. Siswa dengan kemampuan matematika sedang tidak mengkritisi model dan batasannya pada tahap merefleksi dan menvalidasi proses yang sudah dilakukan dan hasil yang sudah didapat. Sedangkan siswa dengan kemampuan matematika rendah tidak merefleksi argumen matematis dan tidak menjelaskan hasil, tidak mengomunikasikan proses dan hasil, dan tidak mengkritisi model dan batasannya pada tahap merefleksi dan menvalidasi proses yang sudah dilakukan dan hasil yang sudah didapat. Kata Kunci : Kemampuan Matematika, Proses Matematisasi, Masalah Kontekstual.

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Mathematizing Process of Junior High School Students to Improve Mathematics Literacy Refers PISA on RCP Learning

Cited by 11 publications

References 2 publications

Students’ Mathematical Literacy Ability in Terms of Self Efficacy Through Problem Based Learning with PMRI Approach

Students’ Mathematical Literacy Ability in Terms of Self Efficacy Through Problem Based Learning with PMRI Approach

A Study of Geometry Concept Mathematization Process on Blind Student Visual Imagery

Proses Matematisasi Siswa SMP Dalam Menyelesaikan Masalah Kontekstual Ditinjau Dari Kemampuan Matematika

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