Development of Mathematics Learning Tools Based on Realistic Mathematics Education for Vocational High School Students

Abstract

Based on the results of observation and experience of researchers as mathematics teachers in one of the vocational high schools in Indonesia, information are obtained that the average mathematics scores of students are still below the Minimum Mastery Criteria. This is caused by: the mind-set of students who think mathematics is not important compared to the subject of vocational specialization, the learning process is less engrossed and interesting because of the teacher’s monotonous teaching style. As a result, students’ interest in learning mathematics is low. To overcome this problem, the teacher must design a mathematics learning strategy in the form of a mathematics learning tool in the form of a learning implementation plan and a student worksheet based on Realistic Mathematics Education (RME). Because the RME-based learning approach starts from ‘real’ things for students. This type of research is development research with the Plump model consisting of the preliminary research phase, the prototype phase and the assessment phase. In this study researchers were only at the initial investigation stage, namely at the student analysis stage. The purpose of this study was to increase students’ interest in learning mathematics. The instrument collection for initial investigation data was observation sheets, questionnaires and interviews with data analysis techniques namely descriptive techniques. The results of the initial investigation of the analysis of learners found that the interest in learning mathematics in vocational secondary school students is very low.