Teaching Of Mathematical Modelling Research Articles

The Effect of Realistic Mathematics Education Model Assisted by Puzzle on Mathematical Problem-Solving Skills for Grade III Students

The Effect of Realistic Mathematics Education Model Assisted by Puzzle on Mathematical Problem-Solving Skills for Grade III Students

Developing creative thinking abilities in mathematics education: A systematic literature review

Mathematical creative thinking ability is the ability to think logically and divergently to produce ideas or various kinds of solutions to given mathematical problems. This systematic review of literature aims to look at research trends related to creative thinking abilities in mathematics education, indicators, research methodology, and learning models used in developing mathematical creative thinking abilities. A Systematic Literature Review (SLR) was carried out using the PRISMA method. This paper reviews 30 research articles from 2019 to 2023 from which such data were obtained from Scopus. The findings show that research themes such as tests, abilities, and creative thinking have been widely carried out. Indicators of creative thinking abilities that are often used are fluency, flexibility, and originality. The learning models or approaches that are widely used in developing creative thinking skills in mathematics education are contextual learning models such as problem-based learning and STEM/STEAM. These findings are useful for researchers and teachers. Keywords: Creative thinking; learning model; mathematics education; PRISMA; systematic literature.

Philosophy-Infused Culture-Based Learning Models In Mathematics Education

The aim of this research is to explore and leverage the synergistic relationship between the philosophy of mathematics education and culture-based learning models. It seeks to investigate how philosophical perspectives can inform and enrich the development and implementation of culture-based learning models in mathematics education. Additionally, it aims to examine how integrating philosophical underpinnings can deepen students' comprehension of mathematical concepts within diverse cultural frameworks. Reading the entire paper is essential for anyone interested in advancing the field of mathematics education with a focus on cultural integration. This research explores the intricate relationship between the philosophy of mathematics education and culture-based learning models, offering valuable insights into how philosophical perspectives can enrich teaching practices within diverse cultural contexts. Moreover, it outlines crucial future research agendas, emphasizing the need for cross-cultural studies to identify universal and context-specific approaches, as well as the importance of equipping mathematics educators with the necessary skills through professional development programs. Overall, the paper provides a comprehensive roadmap for educators, researchers, and policymakers to promote inclusive and culturally relevant mathematics education, making it a must-read for those dedicated to enhancing educational practices in a diverse world. In conclusion, the integration of cultural elements in mathematics education is a dynamic field with promising future agendas. Cross-cultural research and teacher professional development programs are essential components for advancing the inclusivity and effectiveness of mathematics education in diverse contexts. By addressing these agendas, we can foster a more equitable and culturally responsive approach to teaching and learning mathematics.

KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA PADA PEMBELAJARAN MODEL RME

This research aimed to produce a study of students' mathematical concept understanding abilities in classes with Realistic Mathematics Education (RME) model learning and classes that did not receive RME model learning. This research was a quantitative method of quasi experiment model designed in the form of non-equivalent control group design involving two research classes determined using purposive sampling technique. The instrument used was a test of students' mathematical concept understanding ability in the form of description questions. The data analysis technique in this study used an independent sample t-test and N-gain score. The results of the analysis showed that students' mathematical concept understanding ability in the class that received RME model learning was better than that of those who did not receive RME model learning. The increase in students' mathematical concept understanding ability in the class with RME model learning was in a low category with an average gain score of 0.025. The low increase is due to the limited learning time at school during the adaptation period of new habits, so that learning with the RME model does not run effectively.

Implementasi Model Realistic Mathematics Education (RME) Untuk Meningkatkan Kemampuan Critical Thinking Matematika Pada Siswa Kelas IV Sekolah Dasar

The purpose of the research was to increase students' critical thinking skills in mathematics by applying the Realistic Mathematics Education (RME) model. The type of research method is Classroom Action Research (PTK) which is carried out in 2 cycles. Each cycle consists of planning, implementation, observation, and reflection. The subjects of classroom action research were fourth grade students of SD Negeri 34 Lubuklinggau totaling 19 students consisting of 10 female students and 9 male students. Data collection techniques using observation and tests. The result from this reasearch showed that by applying the Realistic Mathematics Education (RME) model can increase the ability of critical thinking mathematics students in fourth grade SD Negeri 34 Lubuklinggau. It can be seen from the increasing students' critical thinking skills in mathematics from the pre-cycle condition of 54%, cycle I of applying the Realistic Mathematics Education (RME) model for critical thinking skills of 69%, based on deficiencies in cycle I then followed up in cycle II, the results of critical thinking skills at this stage increased to 80.5%. It is concluded that the application of the Realistic Mathematics Education (RME) model can increase students' mathematical critical thinking skills in fourth grade SD Negeri 34 Lubuklinggau.

A bibliometric analysis of the structural equation modeling in mathematics education

Structural equation modeling (SEM) is well-known in statistics due to its flexibility and accessibility. In the Scopus database alone, there were more than 1,500 search results related to SEM in mathematics education. However, there is a lack of scientific reviews of mathematics education that use SEM. The purpose of this study was to investigate research trends related to SEM in mathematics education. The researcher used Biblioshiny and VOSviewer to conduct bibliometric analysis on 1,017 papers that have been published in the Scopus database. The result showed that the number of publications in the research area has continuously grown over the last few decades. The US was the most prolific country in terms of publication and international collaboration. Professor Herbert W. Marsh had the most publications and citations, while the most productive journal was Frontiers in Psychology. The most current keywords include STEM, technology acceptance model, control-value theory, and computational thinking. Hence, these findings may serve as a guide for future researchers to conduct relevant research using SEM.

PENGGUNAAN MODEL REALISTIC MATHEMATICS EDUCATION DALAM MENINGKATKAN KEMAMPUAN NUMERASI PADA SISWA KELAS V SD 1 PEGANJARAN

This study aims to find out that learning using the Realistic Mathematics Education model can improve the numeracy skills of fifth grade students at SD 1 Peganjaran. Students have low numeracy skills in learning mathematics. This can be seen from the pre-cycle results using knowing and applying numeracy cognitive levels with 6 students who complete with a percentage of 31.58% and students who do not complete as many as 13 students with a percentage of 68.42%. This research includes classroom action research conducted at SD 1 Peganjaran. The subject consisted of 19 students, including 12 male students and 7 female students. Data collection techniques using test techniques, observation, interviews and documentation. Analysis of the data used using quantitative and qualitative data. Based on the results of the research, the results of the evaluation test in cycle I completed 13 students with a percentage of 68.42% (medium numeracy ability) and experienced an increase in cycle II with 19 students who completed 100% (high numeracy ability). The results of this study can be concluded that the Realistic Mathematics Education model can improve students' numeracy skills.

PENGEMBANGAN MEDIA ULAR TANGGA DENGAN MODEL REALISTIC MATHEMATICS EDUCATION PADA PEMAHAMAN KONSEP MATEMATIKA

Monotonous and conventional learning using the lecture method can cause students to be less interested in learning. This causes the concept given not to imprint sharply in the memory of students so that students easily forget and often confused in solving a problem that is different from what is exemplified by the teacher. The purpose of this study is for the feasibility, effectiveness, and development of snakes and ladders media with a Realistic Mathematics Education model on understanding mathematical concepts. In this study, research and development (R&D) research methods were used. This research will be carried out in grade IV SDN Tambirejo with research subjects of 10 students and teachers. The subject selection of 10 students was obtained from the postest and prettest assessments. For teachers, an assessment was obtained from the results of interviews between researchers and teachers. The dependent variable in this study is understanding the concept, while the independent variable is a Realistic Mathematics Education model assisted by two snakes and ladders. Data collection techniques include interviews, observations, tests, and documentation. The data analysis used is qualitative and quantitative data analysis. The results of this study show that Snakes and Ladders media is very feasible to use, shown by the percentage of media feasibility of 77% and material feasibility of 88%. The N-Gain test showed a result of 0.1785 with the "medium" category. The conclusion in this study is that the Snakes and Ladders media is declared feasible and effective for use in grade IV learning of Wide Material Maematics Lessons and flat build circumference.

PENINGKATAN HASIL BELAJAR MELALUI MODEL PROBLEM BASED LEARNING BERBANTUAN MEDIA INTERAKTIF DIGITAL PADA TEMA 2 DI KELAS VI

This study aims to test whether there are increase in the ability to understand the concept of multipication between student who learn to use the Realistic Mathematics Education (RME) model and students who not to learn use the Realistic Mathematics Education (RME) model. The method chosen is mix methods and the type of research is in the form of sequential explanatory, which aims for researcher to obtain quantitative data first and followed by an explanation of qualitative data. The increase in concept understanding ability can be seen from the increase in test results from 55.6% to 73.6. And from qualitative data obtained that the difficulty of students is difficult to memorize multiplication. While the difficulty of the teacher is difficult to condition the class and difficult to find appropriate props.

Pengembangan Bahan Ajar Bangun Ruang Menggunakan Model RME Terhadap Motivasi Belajar Siswa Kelas IV SD

This research aims to design an existing material into a new material format with the aim of creating teaching and learning activities that are more active, interesting and meaningful than before, and do not conflict with the curriculum. The type of research used is Research and Development (R&D) using the ADDIE development model which consists of 5 stages, namely Analysis, Design, Development, Implementation and Evaluation. However, in this study researchers only implemented the ADDIE development model only up to the Development stage. This study aims to produce student teaching materials using the Realistic Mathematic Education (RME) model that can increase student learning motivation. This research was conducted at SDN 101798, Deli Tua sub-district. The subjects of this research were experts from lecturers and teachers as well as grade IV students of SDN 101798 Deli Tua. The object of this research is teaching materials for building space using the RME model. The results of the research include validation 1 with material experts obtaining a score of 71.2 with decent criteria. Furthermore, validation 2 by material experts obtained a score of 81.6 with very feasible criteria. The results of validation with teaching material experts at stage 1 obtained a score of 69.6 with decent criteria and at stage 2 validation with teaching material experts obtained a score of 85.6 with a very feasible category. The results of validation by learning experts or teachers obtained a score of 92.6 with very feasible criteria. From the scores obtained from the three experts, it can be said that the teaching materials for building space using the Ralistic Mathematics Education (RME) model developed can be used in the learning process. This shows that The developed teaching materials have an impact on the learning motivation of grade IV students.
 Keywords: Keywords: Teaching Materials for Building Space Keywords: RME Learning Model Keywords: Motivation Student Learning
  

THE EFFECT OF A REALISTIC MATHEMATICS EDUCATION ON THE PROBLEM-SOLVING ABILITY OF MATHEMATICS

This study aims to determine the positive effect of using the Realistic Mathematics Education (RME) model on the learning outcomes of problem-solving math story problems for second-grade students of SDN 03 Pelang. The lack of students understanding of the issue of the story problems and imagining the problems in story questions is not optimal. The RME model will provide students with authentic experiences and opportunities to construct mathematical knowledge. The type of research conducted is experimental research. The design used in this study is quasi-experimental in the form of a nonequivalent control group design. The subjects in this study were second-grade students of SDN 03 Pelang. The data collection technique in this research is in the form of a test (description). While the data analysis techniques include analysis of instrument trials, prerequisite tests, and hypothesis testing. The results showed a significant effect of the RME learning model on the problem-solving ability of students' story problems between the experimental and control groups. So, the RME makes students actively participate in learning so that students' problem-solving skills are achieved optimally.

The Effect of Realistics Mathematics Education Models to Enhancement Students’ Mathematics Solving-Problem Ability

Teachers still use traditional teaching methods, so students' mathematical problem-solving abilities must improve. Because the anticipated model lends itself to improving students' math problem-solving abilities, the authors of this study applied the Realistic Mathematic Education model. This study aims to ascertain how the Realistic Mathematics Education Model affects students' aptitude for solving mathematical problems. Quasi-experimentation is an adopted research approach. Nonequivalent Control Group Design is the format adopted for design. The participants of this study were all fourth-grade students of SDN Cipadu 1 Tangerang City for the 2022–2023 year. The research uses a saturation sampling strategy. Sixty-one students were included in the sample for this investigation. This study uses verified and considered reliable tools in the form of tests. The aim is to determine how students' ability to solve math problems affects data; the SPSS 22.0 program is used for analysis. The results showed that the significance of the t-test was 0.000, indicating that the Realistic Mathematics education paradigm significantly impacted students' mathematical problem-solving ability.

Pengembangan Model Pembelajaran Berbasis Pendidikan Matematika Realistik Berbantuan Media Animasi untuk Meningkatkan Kemampuan Komunikasi Matematis

This study aims to produce: the validity, practicality and effectiveness of learning tools based on the Realistic Mathematics Education (PMR) model, improving students' mathematical communication abilities using the developed learning tools and the process of student answers in solving mathematical communication skills questions. This research is development research with the ADDIE development model. From the results of the research, it is known that: (1) The learning model of Realistic Mathematics Education (PMR) assisted by animation media which was developed obtained an interactive learning model declared valid with an average of 4.31; (2) The Realistic Mathematics Education (PMR) learning model assisted by animation media that was developed meets the practical criteria of the learning model in terms of the analysis of the results of observations of the implementation of learning. The value obtained in trial I was 3.03 (medium category). In trial II, the score for observing the implementation of learning increased to 3.88 (category "high"); (3) The learning model of Realistic Mathematics Education (PMR) assisted by animation media developed meets the criteria of effectiveness. (4) Based on the normalized gain index it was found that in trial I there was an increase in students' mathematical communication skills with the "low" criteria with a score of 0.30 (g ≤0.3) and in trial II there was an increase in scores with the "moderate" criteria with a score of 0.42 (0.3 < N-Gain ≤0.7).

Students’ Self-Regulated in Learning Mathematics using Realistic Mathematical Education Model

To study at school, students must have soft skills such as self-regulated learning, namely the ability of students to manage their own learning. The significance of students' self-regulated learning is what inspired this study. This study sought to ascertain the rise in students' self-regulated learning when learning mathematics using a realistic mathematics education model, as well as the students' reactions to learning mathematics using a realistic mathematics education model. This kind of study uses questionnaire analysis to do descriptive research. A self- regulated learning questionnaire and a questionnaire for students' responses made up the tool used to assess the self-regulated learning abilities that had been put to the test. Data were collected for this study to examine the rise in realistic mathematics education students' ability to learn mathematics independently, as well as the students' attitudes toward learning mathematics through mathematics education, which were assessed using a Likert attitude scale. The self-regulated learning scale is made up of four parts: the students' evaluations of how well they (1) use and locate pertinent learning resources in mathematics, (2) select and determine their learning strategies in mathematics, (3) assess and evaluate their learning outcomes in mathematics, and (4) have a positive view of themselves as mathematicians. By utilizing realistic mathematics education, the findings of this study about self-regulated learning in mathematics can be viewed as a whole. Based on the results of data analysis it is known that students' responses to realistic mathematics education models are positive which are adapted to real-life contexts or everyday life which will arouse students' self-regulated learning in solving problems because they are related to real life. This demonstrates that 98.18% of students respond positively.

Relationship of Mathematical Disposition with Student Problem Solving Construction Using Realistic Mathematics Education (RME) Model

The construction of problem solving is important in the learning process of mathematics. The success of students in solving problems can also be supported by psychological aspects related to student attitudes in the learning process, such as interest and curiosity, self-confidence, open-mindedness, and others, all of which include into a mathematical disposition. Teachers should know the ability of students' mathematical dispositions to help teachers provide the right treatment for problems in constructing problem solving by applying the RME model. The research method used is a concurrent embedded strategy mix method. This research was conducted at SMP 3 Bae Kudus. The subjects of this research were students of class VIII SMP 3 Bae Kudus. The instrument used in this research is a mathematical disposition questionnaire, problem solving test results, and interviews. The results showed that there was a positive correlation between students' mathematical disposition abilities and students' problem solving construction using the RME model. The higher the student's mathematical disposition, the higher the problem-solving construction ability, supported by the application of RME.

Parent’s experience in remote learning during COVID-19 with digital and physical mathematical modelling

In reaction to the COVID-19 pandemic, the government of Luxembourg suspended in-school teaching and learning towards remote teaching. A survey conducted by the Ministry of Education after three weeks of confinement, showed that more than half of the parents faced difficulties when using remote teaching with their students. To tackle this new challenge, we adapted our research to the use of augmented reality, digital and physical mathematical modelling in remote mathematics education for elementary schools. The elementary school students (aged 5 to 12) created cultural artifacts (i.e., Easter egg cups) during the confinement. In this paper, we will describe mathematical modelling in remote teaching and further concentrate on parents’ perspectives, who played an essential role in assisting their children. Moreover, we will discuss different didactical principles that emerged from the task design during the study through parents’ eyes. Thus, understanding parents’ perspectives became highly important in enabling us to improve task designs and related pedagogical approaches in remote teaching. The data collected in this study included semi-structured interviews with students, parents, and teachers as well as questionnaires and field notes. We followed an exploratory stance with our data analyses, primarily utilizing grounded theory (Corbin & Strauss, 1990, 2014) approaches. Through the insights we gained from our findings, we aim to explain how the parents perceived teaching and learning mathematical modelling in our experiments, how they scaffolded the given tasks, and what support they required and would need in future remote teaching.

Development research of arithmetic and mathematics curriculum incorporating revolutionary and cumulative knowledge growth

The continuous development of education is important in order to ensure it keeps growing and improving. Professor Toshikazu Ikeda, College of Education, Yokohama National University, Japan, is a Professor of Mathematics who is a proponent of revolutionary knowledge growth through overturning, expanding, and integrating acquired knowledge and skills. This is about progression through bridging the gap between a knowledge goal and the existing knowledge base through developing techniques and pathways to that goal. Ikeda believes that by inserting revolutionary knowledge growth into the mathematics curriculum in Japan, children can be encouraged towards more independent and problem solving based thinking. He has performed an analysis of current teaching materials which involved examining local teaching materials in a specific area, using lessons to analyse and evaluate those materials and looking at long-term global teaching materials that give a deeper examination of specific topics, focusing on how and where it can be used and how students react to the content. In his work, Ikeda uses modelling as a problem solving tool and to develop techniques to deepen learning and lead to revolutionary knowledge growth. Ikeda is collaborating with Professor Max Stephens, Melbourne University, to produce lectures centred on revolutionary growth knowledge for students at teacher training colleges. A key part of Ikeda's work is teaching mathematical modelling in order to help students understand the importance of mathematics and develop their abilities.

PENERAPAN MODEL PEMBELAJARAN REALISTIC MATHEMATICS EDUCATION TERHADAP KEMAMPUAN LITERASI MATEMATIS PESERTA DIDIK KELAS XI MIPA SMA NEGERI 3 PADANG

Mathematical literacy abilities are important abilities for students to solve daily problems and develop their mathematical ability. Then, the students need to have mathematical literacy ability because this ability is one of the national focuses in the future in assessing the quality of education in schools. But, in reality the students of class XI MIPA at SMA Negeri 3 Padang have low mathematical literacy ability. The effort that can be made to improve that ability of students are to apply Realistic Mathematics Education model. The type of the research is quasy experiment research with non-equivalent posttest only control group design. Results showed that mathematical literacy ability of students that apply Realistic Mathematics Education model is better than mathematical literacy ability of students that apply conventional learning. Moreover, the mathematical literacy ability of students that apply Realistic Mathematics Education model has increased significantly.Keywords– mathematical literacy ability, realistic mathematics education, conventional learning

Peningkatan Kemampuan Literasi Matematika Mahasiswa Melalui Penerapan Model RME Pada Perkuliahan Konsep Dasar Geometri dan Pengukuran

Education in Indonesia is currently promoting literacy education. One of the highlights is mathematical literacy. Mathematical literacy ability in Indonesia is still relatively low. This is evidenced by the results of the 2018 Program for International Assessment (PISA) survey, in the field of mathematics, Indonesia is ranked 72 out of 78 countries with a score of 379. The objectives of the research are: to improve students' mathematical literacy skills in the Basic Concepts of geometry and measurement lectures in PGSD FKIP Study Program, Bengkulu University by applying a realistic mathematics education (RME) model. This research uses action research method (Action Research). Data collection techniques aspects of the management of the learning process will collect data in the form of information through observation, and tests of mathematical literacy skills then summarized and described in the form of a data matrix. Data were analyzed through qualitative descriptive. The results of the study have been carried out in lectures by applying the RME model in the Basic Concepts of Geometry and Measurement course. Students' mathematical literacy test results also increased. The highest increase in the aspect of context literacy.

THE IMPORTANCE OF THE MATHEMATICAL MODELING IN STEM EDUCATION

The science, technology, engineering, and mathematics (STEM) education model is very popular and used method in the recent years in most of the countries in the world. With STEM education at primary, secondary and high level the students acquire important skills, creativity, innovation, and entrepreneurship. For STEM integration and training different teaching methods can be used. The mathematical modeling is one of the most important methods which can be used at all educational levels. Mathematical modeling will be considered as a bridge to STEM education. Mathematical modeling, is the process of analyzing real-life or realistic situation using mathematical methods in the most general sense. The mathematical modeling cycles should be used in STEM education at all levels from primary to tertiary education in order to increase the students’ motivation towards learning mathematics for solving real-life problems.