Penerapan Pendekatan Pendidikan Matematika Realistik Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa

Abstract

The purpose of this study is to determine the achievement and improvement of students' mathematical problem solving skills using learning approaches Realistic Mathematics Education, as well as to know the attitude of students using the approach of learning Realistic Mathematics Education. The research method is quasi experiment with Nonequivalent group pretest-postest design. The experimental class gained learning with the approach of Realistic Mathematics Education and control class with ordinary learning. The population of the study were students of class VIII MTs Negeri 1 Cianjur. The samples used as many as 2 classes from eight classes were chosen by purposive sampling technique. To get the data of research result used the test instrument of mathematical problem solving ability and student questionnaire. Data processing achievement of students 'mathematical problem solving ability using percentage of students posttest score, improvement of students' mathematical problem solving ability using Mann-Whitney, student attitude data using percentage of questionnaire answer each student. Based on data analysis, the achievement of students' mathematical problem solving ability using the approach of Realistic Mathematics Education is very low, the achievement of students using the usual learning is very low, the improvement of students' mathematical problem solving skills using the Realistic Mathematics Education approach is better than the improvement of students' mathematical problem solving ability using ordinary learning with medium category, and student attitude toward learning using Realistic Mathematics Education approach is mostly positive.

Kemampuan Pemecahan Masalah Matematika Siswa Kelas V SD Pada Materi Pecahan

“…Matematika merupakan salah satu disiplin ilmu yang memiliki ciri dan karakteristik tersendiri, dimana matematika memiliki ciri sebagai objek langsung dan objek tidak langsung (Dewi et al, 2019;La'ia & Harefa, 2021). Objek langsung dalam ilmu matematika terdiri dari fakta, keterampilan, konsep, dan prinsip matematika (Maesari et al, 2020;Rismawati & Komala, 2018). Sedangkan objek tidak langsung Daffa Tasya Pratiwi / Kemampuan Pemecahan Masalah Matematika Siswa Kelas V SD Pada Materi Pecahan meliputi kemampuan berfikir logis, kemampuan memecahkan masalah, kemampuan berfikir analitis dan sikap positif terhadap matematika (Suraji & Saragih, 2018;Yumiati & Wahyuningrum, 2015).…”

Pembelajaran Dengan Quantitative Reasoning Pemecahan Masalah Pada Mata Kuliah Teori Bilangan

“…Jika kemampuan pemecahan masalah yang dimiliki oleh siswa rendah, dapat dipastikan bahwa prestasi belajar matematika peserta didik menjadi rendah (Fauziah, 2010). Hal ini dikarenakan dalam pembelajaran matematika, peserta didik diharapkan mampu menyelesaikan berbagai permasalah, khususnya yang berkaitan dengan matematika Pemecahan masalah adalah keterampilan individu dalam menggunakan proses berfikirnya untuk memecahkan masalah (Yamin, 2007, Rismawati & Komala, 2018Widodo, 2015). Mahasiswa perlu dilatih dalam kemampuan pemecahan masalahnya agar terbiasa menghadapi berbagai permasalahan di kehidupan yang semakin kompleks, bukan hanya pada masalah dalam matematika Fetty Nuritasari dan Devie Reztia Anjarani Pembelajaran Dengan Quantitative Reasoning Pemecahan Masalah Pada Mata Kuliah Teori Bilangan itu sendiri tetapi juga masalah-masalah dalam bidang studi lain dan dalam kehidupan sehari-hari.…”

Sequence and Series: An Analysis of Mathematical Problem Solving Ability

“…Based on observations of the work results of class XI students at a high school in Garut district and the results of interviews with teachers, there are several problems, namely: a) The average score for the Mid-Semester Assessment is still low; b) experiencing confusion when solving non-routine problems; c) students still do not understand the formula or concept that will be used in problem solving. Factors that can affect students cannot solve problems including them; a) lack of understanding of the concept in understanding the material (Pertiwi, 2016;Rahayu et al, 2019;Rismawati & Komala, 2018), b) less systematic in solving problems (Muhammad, 2015;Septian et al, 2021;Widodo & Turmudi, 2017).…”