Analysis of realistic mathematics learning approach on the students’ problem solving skill and self-confidence on sequence and series materials

Abstract

This research aimed at analyzing realistic mathematic learning approach on the students’ problem solving skill and self-confidence on valid, practical, and effective squence and series materials. This research was conducted at vocational high school with the sample consisted of x grade students of automotive 1 as the experimental class which given a treatment of realistic mathematic learning approach. The subjects were selected purposively with the suggestion from the teacher who understood the students’ cognitive and affective condition. The method used was quantitative descriptive because it aimed at analyzing the effect of realistic mathematic learning on the students’ mathematics problem solving skill, and the effect of realistic mathematics on the students’ self-confidence. The results of the research showed that realistic mathematics learning approach had significant effect on the students’ problem solving skill and self-confidence. The tests carried out were normality test in the form of realistic mathematics learning as many as 5.043 and the students’ self-confidence as many as 5.031. Linearity test of the data of problem solving skill was 3.759 and self-confidence was 3.357. The regression equation 1 (Ȳ=-48.228+0.570 x ), regression coefficient obtained was 0.570, which meant that the effect was 61.9%. The results of hypothesis testing showed that the value of tcount > ttable (5.043>1.714), regression equation 2 (Ȳ=-51.535 + 0.539 x ), regression coefficient obtained was 0.539, which meant that the effect was 67.1%. The results of hypothesis testing showed that the value of tcount > ttable (3.697>2.064). The results of hypothesis testing showed fhitung > ftabel (5.043 > 1.714) therefore it can be concluded that : h0 was rejected and ha was accepted under the condition that there was a significant effect of realistic mathematics learning approach on the students’ problem solving skill and the results of hypothesis testing showed that fhitung > ftabel (5.043 > 1.714) therefore it can be concluded: h0 was rejected and ha was accepted under the condition that there was a significant effect of realistic mathematics learning approach on the students’ self-confidence. Thus, the effect of realistic mathematics learning approach on the student problem solving skill was 67.1% and self-confidence was 67.1%.