Abstract
This study aims to develop a learning model based on the theory of realistic mathematics education and child-friendly learning for teaching mathematics in junior high school. This research is conducted using Plomp’s educational design research that consists of four development phases: 1) preliminary investigation, 2) designing, 3) realization, and 4) revision, evaluation. In addition, this study also tests the mathematics instructional model prototype being developed and validated by an expert. Based on the analysis, it can be concluded that: 1) the teacher’s learning management in the implementation of realistic and child-friendly learning model can be classified “very good”, 2) the prototype model is categorized “very good” in improving students’ activities , and 3) the students’ responses toward the developed mathematics instructional model are "positive”. Moreover, the syntaxes of realistic and child-friendly learning model for teaching mathematics in junior high school have been formulated, namely: 1) explaining learning objectives and motivating students, 2) providing contextual problems students familiar with, or horizontal mathematization, 3) processing abstraction or vertical mathematization, 4) devising strategies, 5) communicating solution in a discussion, and 6) giving inferences of mathematics subject-matter.
Highlights
Education is a human conscious effort to develop personalities and abilities according to the values of a society
Formal education carried out in schools cannot be separated from the learning process and interaction between teachers and students
Learning is a relatively permanent change in behavioral potential which occurs as a result of reinforced practice (Johnson, 2008)
Summary
Education is a human conscious effort to develop personalities and abilities according to the values of a society. Lifelong learning is a characteristic of human. Formal education carried out in schools cannot be separated from the learning process and interaction between teachers and students. Learning is a relatively permanent change in behavioral potential which occurs as a result of reinforced practice (Johnson, 2008). It is presumed that learning may lead to permanent changes in the behavior of both students and teachers as the agents of change. Learning is a sort of assistance provided by teachers for students during the process of acquiring knowledge, mastery or proficiency if a field, character building, and the development of attitudes and beliefs. Teachers become the spearhead with significant role in guiding the learning process of the children of the nation
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