The effectiveness of local instruction theory for solid geometry topic using a realistic mathematics education approach

Abstract

One of the efforts carried out to improve problem-solving in solid geometry is by using a realistic mathematics education approach. The Curriculum 2013 mandates the solid geometry learning in Year 5 of elementary school involving solving problems related to their traditions or local culture. This research aimed to examine the relevance of the LIT of solid geometry material between the Curriculum 2013 (revised 2016) and the Curriculum 2013 (revised 2014) and to review the effectiveness of LIT. This research employed a qualitative approach using the design research method consisting of three phases, namely: preparing, Hypothetical Learning Trajectory (HLT) test, and retrospective analysis. The pilot project was carried out in the Year 5 of three elementary schools located in Pidie District. The instruments involved student worksheet, student activity observation sheet, student conformity sheet comparing the observed and expected activity, problem-solving skill test, student questionnaire, and teacher questionnaire. The results indicated that: 1) The LIT of geometry topic of the Curriculum 2013 (revised 2016) was relevant to Curriculum 2013 (revised 2014), 2) The LIT developed satisfied six effectiveness indicators. Thus, the LIT developed can be disseminated to be used by elementary school teachers at schools.