Two Decades of Realistic Mathematics Education in Indonesia

Abstract

In this chapter, we report on the process of adapting Realistic Mathematics Education (RME), a didactic approach founded by Freudenthal in the Netherlands, to the Indonesian context. In Indonesia, RME is called 'Pendidikan Matematika Realistik Indonesia' (PMRI). The chapter starts with describing how RME came to Indonesia. It was Sembiring from the Institut Teknologi Bandung who saw Jan de Lange, the director of the Freudenthal Institute of Utrecht University, presenting a keynote at the ICMI conference in Shanghai in 1994. Then the story continues with the decision of the Indonesian government to send six doctoral candidates to the Netherlands to learn about RME. The chapter also explains the process and results from the development and implementation of RME through a Dutch-Indonesian project Dissemination of PMRI (Do-PMRI). Moreover, the chapter describes examples of implementation strategies such as developing a master's program on RME, designing learning materials using RME theory and the development of a national contest of mathematical literacy using context-based mathematics tasks similar to those employed in the PISA test. The chapter ends with a discussion of two new initiatives at Sriwijaya University in Palembang, namely the development of a Centre of Excellence of PMRI and the establishment of a doctoral programme on PMRI.

Sejauh Mana Perbedaan Kemampuan Matematis yang diukur Memoderasi Efektivitas Pendekatan Ralistic Mathematics Education: Studi Meta-Analisis

“…This is because 43 independent samples, or 79% of the studies analyzed, came from Indonesia. This is in line with Prahmana et al (2020) report that design research dominates RME research in two decades of RME in Indonesia.…”

“…After two decades since the emergence of the realistic mathematic education (RME) approach (Van den Heuvel-Panhuizen & Drijvers, 2020), many researchers and educators have applied it to learning mathematics in many countries, including Indonesia (Prahmana, Sagita, Hidayat, & Utami, 2020). RME has its characteristics, including context as a starting point for learning to link students' knowledge with the concepts to be studied.…”

Designing a Healthy Menu Project for Indonesian Junior High School Students

“…Indonesian students' weak performance in PISA tasks was one of the bases for the implementation of the 2013 curriculum, which aims for students to study in line with what has been tested at the international level (MoEC, 2018;Permatasari, Putri, & Zulkardi, 2018). Learning theory, which links mathematics to all stages of complexity, requires creating a variety of situations that are similar to students' everyday lives, commonly known as Indonesian Realistic Mathematics Education (PMRI; Nusantara & Putri, 2018;Putri, 2011;Roni, Zulkardi, & Putri, 2017;Zulkardi & Putri, 2019;Zulkardi, Putri, & Wijaya, 2020).…”

Designing Learning Trajectory of Set Through the Indonesian Shadow Puppets and Mahabharata Stories

“…In this approach, students are more likely to be given the freedom to think critically, be independent, and find the knowledge and mathematical concepts they want to know and learn (Meirisa, Rifandi, & Masniladevi, 2018;Hadi, 2017). Through RME, which uses real contexts such as culture and everyday life, students create a pragmatic view of society, and students who view mathematics as a scary and challenging science to learn and far from civilization and everyday life can be minimized (Risdiyanti, Prahmana, & Shahrill, 2019;Zulkardi, Putri, & Wijaya, 2020). In addition, with the actual context used in RME, students can critically take the meaning of the mathematics they are learning and can feel the benefits to solve the problems they face in students' daily lives (Hadi, 2017;Risdiyanti & Prahmana, 2020a).…”