The effectiveness of Realistic Mathematics Education approach: The role of mathematical representation as mediator between mathematical belief and problem solving

Yuanita, Putri; Zulnaidi, Hutkemri; Zakaria, Effandi

doi:10.1371/journal.pone.0204847

Cited by 63 publications

(56 citation statements)

References 17 publications

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“…Kemampuan koneksi dan pemecahan masalah matematika sangat berpengaruh terhadap keberhasilan siswa dalam menyelesaikan masalahmasalah matematis di lingkungan | 327 sekolah maupun dalam kehidupan sehari-hari (Simamora, Saragih, & Hasratuddin, 2018;Yuanita, Zulnaidi, & Zakaria, 2018;Yumiati & Haji, 2018). Karena itu, National Council of Teachers of Mathematics (NCTM, 2000) mengemukakan lima kemampuan utama berfikir matematis yang harus dicapai siswa dalam pembelajaran matematika yaitu kemampuan pemecahan masalah, kemampuan komunikasi, kemampuan koneksi, kemampuan penalaran dan pembuktian, dan kemampuan representasi.…”

Section: Pendahuluanunclassified

Asosiasi Kemampuan Koneksi Dan Pemecahan Masalah Matematika: Cross-Sectional Di Timor Barat

Son¹,

Sudirman²,

Widodo³

2020

AJPM

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Penelitian cross-sectional ini dilakukan untuk menganalisis ada tidaknya asosiasi antara kemampuan koneksi matematika (KKM) dan kemampuan pemecahan masalah matematika (KPMM), serta antara masing-masing indikator KKM dan KPMM siswa. Partisipan dalam penelitian ini adalah siswa kelas VII pada dua SMP Negeri di Kota Kefamenanu-Timor Barat-NTT tahun pelajaran 2018/2019, sebanyak 50 siswa dengan perincian 30 siswa dari sekolah A, dan 20 siswa dari sekolah B. Alat pengumpulan data yang digunakan adalah tes KKM dan tes KPMM. Teknik analisa data yang digunakan adalah uji chisquare dan uji koefisien kontingensi. Temuan hasil penelitian ini adalah terdapat asosiasi yang kuat antara KKM dan KPMM siswa, serta terdapat asosisi yang kuat antara masing-masing indikator KKM dan KPMM siswa. Karena itu, KKM dan KPMM siswa sebagai bagian integral dari mental kognitif sangat penting untuk ditekankan dalam proses dan evaluasi belajar matematika, sehingga siswa mampu melihat matematika sebagai hal yang berguna, relevan dan terintegrasi, serta mampu memecahkan berbagai masalah matematika yang dihadapi. Kata kunci: Asosiasi; studi cross-sectional; kemampuan koneksi matematika; kemampuan pemecahan masalah matematika.

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Section: Pendahuluanunclassified

Asosiasi Kemampuan Koneksi Dan Pemecahan Masalah Matematika: Cross-Sectional Di Timor Barat

Son¹,

Sudirman²,

Widodo³

2020

AJPM

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“…There was more math content received by students in the amount of time in the traditional classroom [3], class briefly consisted of teacher-centered learning, that is teacher dominated to talk and students mostly listen and only take a note [5], [6]. The teacher usually writes the definitions and explain the solution of the problem step by step [7]. The lack of this method could be said that the students' habit to solve the problems using teachers' steps as the exercise.…”

Section: Literature Reviewmentioning

confidence: 99%

Engineering Students‘ Participations and Creativity Towards Flipped Classroom Method: A Case Study

Ummah¹

2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

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Blended Learning using Canvas became a familiar method in 2019 because of the easiest access and the centralized system management in university. This paper described the findings of the case study focusing on the engineering students' participation and the creativity in the implementation of flipped classroom method emphasizing group discussion and students' answer sheets. The findings were optimally reached from online group discussion, paper-based test, and online test using a qualitative approach. The findings were surprised because the engineering students through the flipped classroom were more active than in the classroom. There were more comment in group discussion and the answer from discussions' topic were vary. The discussion was more interactive because every student have different questions that must be answered by other students. The engineering graduated students could answer fluently and vary. The students' answer on the paper-based test and online test were varied and all the questions were answered correctly. It could be said that flipped classroom optimally implemented so that change the students' participation and creativity significantly.

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“…Over the decades, researchers have attributed many benefits to RME such as its effectiveness for improving students' problem-solving ability (Yuanita et al 2018); for improving the mathematics participation rates and achievement of low-attaining students (Barnes, 2004;2005); teaching algebra (Theodora & Hidayat, 2018); and for improving general mathematics teaching and learning effectiveness (Gravemeijer & Terwel, 2000). Recently, it has been argued that RME is an effective theoretical framework for developing learning materials for mathematical problem-solving (Ulandari et al 2019).…”

Section: Theoretical Perspectivementioning

confidence: 99%

Phenomenology of Points Mathematics

Fredua-Kwarteng¹,

Ahia²

2020

EUR J MATH SCI ED

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This is a preliminary paper about a large research project on social mathematics. It proposes points mathematics, a variant of social mathematics, as a viable context for teaching mathematics to adults. Points mathematics, focuses on observing, representing and investigating patterns, regularities and quantitative relationships stemming from convertible points, that businesses offer to their customers/clients for the purpose of encouraging loyalty and for boosting up sales in competitive markets. Using ten illustrative examples, the paper asserts that points mathematics provides practical, realistic context for teaching fundamental mathematics concepts and skills to adult students. These include, but not limited to, the four operations of mathematics (addition, division, subtraction and multiplication), variable, linear equation, graph, rates, percent, ratio, patterns and proportion. The paper is grounded in the theory of realistic mathematics education (RME), that posits that the teaching and learning of mathematics should be contextually-based; entails explaining and solving contextual problems; and establishing high-level interactive relationship between learning and teaching. The paper concludes with three recommendations to guide mathematics teachers of adults who want to implement points mathematics as part of their mathematics curriculum. However, the paper is the first phase of a large research project that explores social mathematics and how it could be integrated in mathematics curricular contents for adult students.

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The effectiveness of Realistic Mathematics Education approach: The role of mathematical representation as mediator between mathematical belief and problem solving

Cited by 63 publications

References 17 publications

Asosiasi Kemampuan Koneksi Dan Pemecahan Masalah Matematika: Cross-Sectional Di Timor Barat

Asosiasi Kemampuan Koneksi Dan Pemecahan Masalah Matematika: Cross-Sectional Di Timor Barat

Engineering Students‘ Participations and Creativity Towards Flipped Classroom Method: A Case Study

Phenomenology of Points Mathematics

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