Penerapan Pembelajaran Matematika Realistik Untuk Meningkatkan Kemampuan Adaptive Reasoning Siswa

Nuraida, Ida

doi:10.31980/mosharafa.v7i1.338

Cited by 5 publications

(5 citation statements)

References 2 publications

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“…This is a simple form of student interaction in a group. Student interaction with other students is important in learning realistic mathematics education (Herawaty, 2018).…”

Section: Gambar 1 Activity Indicator 1 On Las Gambar 2 Activity 1 On Lasmentioning

confidence: 99%

Learning Angular Measurement in the Third Using a Realistic Mathematical Education Approach (RME)

Patmala,

Salmila,

Anggraini

2023

logaritma

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The realistic mathematics approach provides students with the opportunity to discover and reconstruct mathematical concepts. This research aims to reveal the analysis of the implementation of the realistic mathematics education approach to the lesson on measuring angles in triangles. This study is a descriptive qualitative research conducted at SD No.038/XI Koto Lolo with 31 fourth-grade students as subjects. Data collection techniques in this study include observation, documentation, and interviews. The results of this research show that students are able to use the protractor correctly in measuring angles. Furthermore, students also discovered the concept that the sum of angles in a triangle is 180°.

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“…This is a simple form of student interaction in a group. Student interaction with other students is important in learning realistic mathematics education (Herawaty, 2018).…”

Section: Gambar 1 Activity Indicator 1 On Las Gambar 2 Activity 1 On Lasmentioning

confidence: 99%

Learning Angular Measurement in the Third Using a Realistic Mathematical Education Approach (RME)

Patmala,

Salmila,

Anggraini

2023

logaritma

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“…Ismayanti & Sofyan (2021) aktivitas yang dapat membantu siswa dalam mengekspresikan ide-ide matematika dengan bahasa sendiri dan dapat dipahami oleh orang lain (Afriansyah, 2012;Nazihah & Rahadi, 2015;Luritawaty, 2016). Dari paparan di atas menunjukkan bahwa komunikasi matematis penting dan sangat bermanfaat bagi segala aspek kehidupan.…”

Section: Permendiknasunclassified

Kemampuan Komunikasi Matematis Siswa SMP Kelas VIII di Kampung Cigulawing

Ismayanti,

Sofyan

2021

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Penelitian ini dilatarbelakangi oleh kemampuan komunikasi matematis siswa yang masih rendah. Tujuan penelitian untuk memperoleh deskripsi kemampuan komunikasi matematis siswa kelas VIII pada pembelajaran matematika. Metode penelitiannya deskriptif kualitatif. Subjek penelitian adalah 4 siswa kelas VIII SMP Negeri 7 Garut. Hasil penelitian menunjukkan (1) Kemampuan komunikasi matematis siswa pada materi Penyajian Data kelas VIII SMP Negeri 7 Garut di Kampung Cigulawing, secara umum dikatakan kurang baik. Dikarenakan sebagian besar siswa belum mampu memenuhi semua indikator; (2) Siswa dengan kemampuan matematika tinggi mampu mencapai hampir seluruh indikator kemampuan komunikasi matematika; (3) Siswa dengan kemampuan matematika sedang kurang menguasai beberapa indikator kemampuan komunikasi matematis; (4) Siswa dengan kemampuan matematika rendah belum mampu menguasai indikator kemampuan komunikasi matematis. This research is motivated by the students' low mathematical communication skills. The research objective was to obtain a description of the students' mathematical communication skills in class VIII in mathematics learning. The research method is descriptive qualitative. The research subjects were 4 grade VIII students of SMP Negeri 7 Garut. The results showed (1) the students' mathematical communication skills in the data presentation material of class VIII SMP Negeri 7 Garut in Cigulawing Village, were generally said to be less good. Because most students have not been able to meet all the indicators; (2) Students with high mathematical abilities can achieve almost all indicators of mathematical communication skills; (3) Students with moderate mathematical abilities have not mastered several indicators of mathematical communication skills; (4) Students with low math abilities have not been able to master the indicators of mathematical communication skills.

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“…Not infrequently the teacher will ask questions that will be responded to by students, then the teacher gives examples of questions followed by exercises that are routine in nature and do not train reasoning power. Learning activities like this result in the process of memorizing concepts or procedural processes, understanding information and communication technology concepts is low, unable to use them if given a rather complex problem, and students become robots who must follow applicable rules or procedures resulting in ineffective learning [9]. The fact shows that ICT Guidance lessons have their own difficulties faced by students.…”

Section: A Introductionmentioning

confidence: 99%

Influence of Tutorial-Based Learning Model on Information and Communication Technology (ICT) Subjects at Junior High School Painan

Helmiza

Ganefri

Ambiyar

et al. 2023

ijcs

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This study aims to determine the effect of learning outcomes using a tutorial-based learning model in Information and Communication Technology (ICT) subjects at Junior High School 02 Painan. This study uses a quasi-experimental research method. The population in this study were students of class VIII Junior High School 02 Painan. The sample in this study used a random sampling technique with students in class VIII A as the experimental class and VIII B as the control class with 30 students in class A and 25 students in class B. The research instrument used was objective questions which were tested for validity, reliability, discriminatory power, and level of difficulty. Data were analyzed with parametric statistics including normality test, homogeneity test and hypothesis testing. As well as to test the activity and response of the research instrument used was a questionnaire which was validated by three lecturers who are experts in learning evaluation and the results of effectiveness were analyzed based on classical completeness and based on the Gain Score. The results of this study revealed that student learning outcomes using the tutorial-based learning model with an average score of the experimental class was 78.933 better than ordinary learning with an average score of the control class was 69.76 in the final test analysis where the tcount was 9.484 and ttable is 1.68 with a significance level of 95% so that tcount > ttable and the research hypothesis is accepted. As well as seen from the activeness and response of students, the average result of activity is 80.9% with a very good classification and for the average student response result is 87.4% with a very good classification result. The effectiveness of learning using a tutorial-based learning model in the effectiveness trial, obtained 87% of students scored ≥ 70 which stated classically effectiveness and for the control class obtained 43.33% of students scored < 70 which stated that it was not classically effective. And in terms of Gain Score gets a value of 37.31% (medium). Thus it can be concluded that there is an influence of the tutorial-based learning model on Information and Communication Technology (ICT) learning on student learning outcomes.

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Penerapan Pembelajaran Matematika Realistik Untuk Meningkatkan Kemampuan Adaptive Reasoning Siswa

Cited by 5 publications

References 2 publications

Learning Angular Measurement in the Third Using a Realistic Mathematical Education Approach (RME)

Learning Angular Measurement in the Third Using a Realistic Mathematical Education Approach (RME)

Kemampuan Komunikasi Matematis Siswa SMP Kelas VIII di Kampung Cigulawing

Influence of Tutorial-Based Learning Model on Information and Communication Technology (ICT) Subjects at Junior High School Painan

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