Penerapan Realistic Mathematics Education (Rme) Di Sekolah Dasar

Abstract

The low learning outcomes about mathematics are the background of research problems. The purpose of this study was to improve the mathematics learning outcomes of multiplication material through the Realistic Mathematics Education (RME) learning model for grade III students in the even semester of the 2019/2020 school year. This research method is Classroom Action Research which follows the model of Kemmis and Taggart. This research includes 3 cycles where each cycle includes 4 stages, namely planning, implementing, observing and reflecting. The research time was from January to March 2020 with 30 students as research subjects, while the data were collected through tests, interviews and observations. The research results show that there is a significant increase in mathematics learning outcomes in class III. This is evidenced by the increase in the average result of the math test in each cycle, namely in cycle 1: 64.26 then cycle 2: 70.86 and cycle 3: 78.2. The results of researcher's observations in each cycle also increased, namely in cycle 1 = 2.44; cycle 2 = 2.88; cycle 3 = 3.89. Likewise, the results of student observations also increased, namely in cycle 1 = 2.4; cycle 2 = 3,2; cycle 3 = 4. And the results of the interviews conducted concluded that learning mathematics through the Realistic Mathematics Education (RME) learning model was fun for students. This study concluded that learning mathematics using the Realistic Mathematics Education (RME) learning model can improve student mathematics learning outcomes on multiplication material.

Influence a Realistic Mathematics Education Approach and Motivation on Students' Mathematical Reasoning Ability

“…Another opinion argues that realistic mathematics learning is the use of reality as well as the environment so that students can understand it so that the mathematics learning process can run optimally, and achieve the goals of mathematics education better than in the past and approaches in learning use contexts that can make students describe their learning and real in the minds of students. This is in accordance with the stages of development of elementary school students who are in the concrete operational stage, especially elementary school students aged 7-12 years (Herzamzam & Rahmad, 2020;Rimadona, Fitriani, & Robandy, 2018;Suprayogo, Sutrisno, & Supandi, 2019). The RME model focuses on learning mathematics which focuses on the daily lives of students (contextual) which presents things that are essentially real to be taught to students using the RME approach and its principles Mathematics learning is expected to be based on contextual problems, so that students understand more about mathematical material, and it will not be difficult for students to understand abstract mathematical material.…”

Penerapan Model Realistic Mathematic Education untuk Meningkatkan Hasil Belajar Matematika Siswa di SD

“…(Susilowati, 2018). Penelitian lain oleh (Herzamzam & Rahmad, 2020) di SDN Ciputat 01 Kota Tangerang Selatan memperlihatkan pula bahwa "model Realistic Mathematics Education (RME) dapat meningkatkan hasil belajar matematika kelas III", ada juga penelitian oleh (Mukhtar, 2021) di SD Negeri 173 Pekanbaru menunjukkan pula bahwa "pembelajaran Realistic Mathematics Education (RME) dapat meningkatkan hasil belajar siswa kelas V". Kemudian penelitian yang dilakukan oleh (Kurino, 2017) di SDN Cijati menunjukkan bahwa "model Realistic Mathematic Education dapat meningkatkan Hasil Belajar siswa kelas V".…”

Pemberdayaan Masyarakat Terhadap Pendampingan Belajar Matematika Anak di Desa Batu Malenggang Kabuapten Langkat

“…Sedemikian pentingnya hingga matematika perlu dibekali kepada siswa mulai dari jenjang sekolah dasar agar memiliki kemampuan berpikir logis, sistematis, kritis, serta mampu bekerja sama dalam lingkungan. Sekolah Dasar merupakan tempat pembelajaran untuk mendapatkan pengetahuan-pengetahuan dasar tentang konsep-konsep maupun prinsip pengembangan sikap kritis dan kreatif dimana kemampuan ini menjadi pijakan dalam menempuh jenjang pendidikan lanjutan sampai ke Perguruan Tinggi (Herzamzam & Rahmad, 2020). Namun, sebagian besar siswa masih menganggap matematika merupakan mata pelajaran yang sulit dan tidak menyenangkan untuk dipelajari, sehingga muncul istilah "mathematics is monster".…”