Realistic Mathematics Education Approach Research Articles

Online Learning Based on Realistic Mathematic Education (RME) Assisted Animation Media in Improving Student Learning Outcomes

There are still many teachers who have difficulty determining appropriate learning methods and learning media for mathematics lessons. This has an impact on student learning outcomes are low. This study aims to analyze the effect of the Realistic Mathematical Education (RME) approach assisted by animation media on students' mathematics learning outcomes. This research is a quantitative research with a quasi-experimental research design with a non-equivalent control group design research design. This study involved 30 students as the research sample with a simple random sampling technique (Simple Random Sampling). This study uses data collection techniques, namely observation and written tests by giving five essay questions with different weights for each question. The data obtained were analyzed using the SPSS v.22 application by looking for the results of the normality test, homogeneity test, N-Gain test and finally the t-test (Independent Sample Test) to test the hypothesis. The results showed that there was a difference between the students' average scores by applying the Realistic Mathematical Education (RME) approach with the aid of animation media, obtaining an average score of 74.60 in the medium category. Based on the results of data analysis, there is a significant effect on mathematics learning outcomes which can be proven from the significance value at the output of the Independent Sample Test, namely 0.000 < 0.05, which means that H0 is rejected and Ha is accepted. It can be concluded that the Realistic Mathematical Education (RME) approach assisted by animation media can improve mathematics learning outcomes.

PENGARUH PENDEKATAN REALISTIC MATHEMATICS EDUCATION TERHADAP KETERAMPILAN BERPIKIR KRITIS MAHASISWA

Critical thinking skill is important to be developed in students as this skill has an important role in understanding problems. Critical thinking skills can be improved through the Realistic Mathematics Education (RME) approach as it prioritizes the process of doing mathematics in learning so that students can find mathematical concepts to solve a problem. This study aims to examine the positive effect of the RME approach on the critical thinking skill of Elementary School Teacher Education (PGSD) students at Universitas Sarjanawiyata Tamansiswa (UST). This quasi-experimental study used the pretest-posttest control group design. It involved 76 students from the PGSD study program at Universitas Sarjanawiyata Tamansiswa as samples. The number of samples was determined using the cluster random sampling technique. The data were collected by a critical thinking skills test with a total of five pre-test questions and five post-test questions. Then, the data were analyzed using the t-test to test the hypothesis. This study revealed that there is a positive effect of the RME approach on students' critical thinking skills with a significance level of 0.001 < 0.05 which indicates that H 0 is rejected so that Ha is accepted.

RME-based Absolute Value Worksheet Design as an Effort to Improve Mathematical Thinking Ability of Tribhuwana Tunggadewi University Students

The aim of this study was to produce a mathematics worksheet on absolute value material based on the Realistic Mathematical Education (RME) approach. The location of this research is Tribhuwana Tunggadewi University. The development model in this research is designed based on ADDIE, which includes: (A) analysis, which is about curriculum analysis and needs analysis; (D) design, containing the preparation of the worksheet; (D) development, intended in the process of developing an RME-based absolute value worksheet; (I) implementation, namely product testing conducted for small groups and for large groups with the aim of obtaining practical data and data on mathematical thinking skills; (E) evaluation, which is carried out in data analysis refers to the implementation stage. The results of product validation through a google form questionnaire conducted by media experts were 92%, material experts 87%, small group test 91%, large group test 88%, and students' mathematical thinking ability test results reached 83%. Based on these data, it shows that the designed worksheet is feasible and practical in improving the mathematical thinking skills of Tribhuwana Tunggadewi University students.

DESIGNING LEARNING TRAJECTORY OF SET THROUGH THE INDONESIAN SHADOW PUPPETS AND MAHABHARATA STORIES

Indonesia has many cultures that can be used as a starting point in learning mathematics. Yet, many teachers still use conventional methods to provide explicit mathematical content without connecting with students' culture and daily activities. One of the learning approaches that can solve these problems is Realistic Mathematics Education (RME). This approach uses context as one of its characteristics containing students' culture and their daily activities. On the other hand, Wayang (Indonesian shadow puppets) and Mahabharata stories have the characteristics that can be a context in the learning of set. This research aims to design the Hypothetical Learning Trajectory (HLT) of the set using the RME approach through Wayang and Mahabharata stories, which are familiar with students' culture in Yogyakarta. This HLT will then be tested on students in further research until it becomes the Local Instructional Theory (LIT) on set. Students can study about set by grouping Wayang in Mahabharata stories based on their characters. The research result is the HLT of set through the context of wayang and Mahabharata stories containing learning goals, learning activities, and the conjecture of every activity. This HLT can be a promising solution to overcome students' difficulties in understanding the concept of sets and values in the cultural context to improve the students' character.

Pengembangan Lintasan Belajar Pada Pokok Bahasan Segiempat degan Menggunakan Pendekatan Pendidikan Matematika Realistik kelas VII di SMP Negeri 6 Padangsidimpuan

This research is motivated by students lack understanding the concepts in the subject matter of a the rectangular for example, completing the area and circumference of the rectangular, because the material is presentad using the lecture method and only on certain materials using student discussion groups. The aim of the study was to determine validit, practicality and the trajectory design of the learning trajectory through a realistic mathematical education approach to the subject of rectangular at SMP N 6 Padangsidimpuan. This research is a design research with a type of validation study thet aims to develop local interaction theory (LIT) with collaboration between researches and educators to improve the quality of learning. This research was conducted at SMP N 6 Padangsidimpuan with trial subjects in class VII-2, totaling 31 students. The instrument of collecting data thet used is validation sheets, questionnaires, observations, and using validity and practical analysis techniques. The result of this study indicated thet the learning trajectory through a realistic mathematical education approach is said to be very valid and very practical. The vlidity of the learning trajectory is indicated by a value of 86,98% from analiyzing 3 validators. The practicality of the learning trajectory is shown by 82,71% of the student response questionnaire and observations. The learning trajectory produced in this study is in the form of activities carried out by students to achieve learning goals, where the purpose of the learning is to understanding of rectangular, types of rectangular, properties of rectangular, and circumference and area of rectangular.

PENGARUH PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) TERHADAP PENINGKATAN PEMAHAMAN KONSEP MATEMATIS PESERTA DIDIK DI SEKOLAH DASAR

This research is motivated by the lack of understanding of students' mathematical concepts in mathematics which is caused by a lack of motivation to learn in students and the lack of material connection with everyday life. Mathematics learning really needs to be learned by students because Mathematics has an important purpose to meet practical needs related to the development of students' abilities to use mathematics in everyday life, such as counting which is often experienced by students and can develop the ability to calculate weight. and content. Although Mathematics is considered important to learn, not a few students feel that Mathematics is difficult to master, so it is considered boring and makes students' interest in learning in Mathematics considered low. Based on the PISA annual study survey, the Indonesian Mathematics competency has decreased from 386 points in 2015 to 379 points in 2018 with an OECD average of 489. The benefits of studying Mathematics are used to make transactions in trade. One way to make mathematics more understandable is to use the Realistic Mathematics Education (RME) approach so that students can learn more realistically. The purpose of this study was to determine the increase in students' understanding of mathematical concepts using the Realistic Mathematics Education (RME) approach and whether there were changes that occurred after the treatment using this approach. This research was conducted with quantitative research methods and the research design of One Groups Pretest-Posttest Design. The subject of this research is class IV with a total of 28 students at SDN Curugrendeng II. The instrument used is a written test with a total of 10 questions. Calculation of data processing using Microsoft Office Excel 2007 and using IBM SPSS Statistics 22 with a significance level of 0.05. The results of this study indicate that there is an increase in students' understanding of mathematical concepts with an average value of 0.691 which is included in the medium category. Thus, the understanding of mathematical concepts of students using the Realistic Mathematics Education (RME) approach changes from before the action to the final score after the action. done. And there is an effect of the Realistic Mathematics Education (RME) approach on students' understanding of mathematical concepts by showing the results of sig.(2-tailed) 0.000 <0.05, which means H_1 is accepted so that this Realistic Mathematics Education (RME) approach can be applied to learning Mathematics in Primary school.

MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA MELALUI REALISTIC MATHEMATIC EDUCATION (RME)

This study aims to improve students' critical thinking skills in the Mathematics Education Major through the Realistic Mathematics Education (RME) Approach. The research method used is Class Action Research according to Kemmis and Mc Taggart which consists of four stages, namely plan, action, observe, and reflect. This research consists of two cycles with each cycle consisting of two meetings. The results showed that the Realistic Mathematics Education (RME) approach can improve students' critical thinking skills. This increase can be seen from the results of student activities that have increased from the first cycle to the second cycle. The increase was apparent from the results of observations of meeting 1 and meeting 2 in the first series of 83.5% and 87.5%, which increased to 86% and 93% in the second cycle. Based on the results of this study it can be concluded that the Realistic Mathematics Education (RME) approach can improve students' critical thinking skills.

The Effect of Realistic Mathematics Education on Sixth Grade Students’ Statistical Thinking

Abstract: Purpose of the study is to investigate the effectiveness of the use of Realistic Mathematics Education (RME) approach on sixth grade students’ statistical thinking levels. Mooney’s (2002) statistical thinking framework describing four thinking levels across four different statistical thinking processes was used. This study utilized a quasi-experimental pretestposttest design. In the experimental group, the data handling unit was taught using RME approach whereas in the control group lessons were taught traditionally using a mathematics textbook and direct instruction. A statistical thinking test composed of seven open-ended questions was prepared and applied to both groups as pretest and posttest. The change of students’ statistical thinking levels in pretest and posttest were analyzed and compared in both groups as well as between groups. The data analysis showed that the overall growth at Level 4 across statistical thinking processes was higher for the students who were taught using the RME approach than for those taught traditionally.

Realistic mathematics education approach on teaching geometry in primary schools: Collaborative action research

The purpose of this study was to describe the steps of implementing the Realistic Mathematics Education (RME) approach in teaching geometry in elementary schools. This research uses collaborative action research between lecturers, students, and teachers in 2019 at one of the primary schools in Central Java. Data collection techniques through observation, interviews, and tests. The result of the research is that the implementation steps of the RME approach include: (a) Understanding contextual problems. (b) Describing contextual problems, (c) Solving contextual problems, (d) Comparing and discussing answers, and (e) Concluding. The implementation of the RME approach is proven to improve mathematics learning outcomes about geometry.

In-service teachers’ perception on implementing realistic mathematics education approach in their best practices

This paper aims to portray elementary teachers’ perception of implementing the Realistic Mathematics Education (RME) approach in their best practice after training in a series of RME workshops. The perceptions captured in the study include (1) teachers’ confidence in understanding RME and its implementation in their best practices; (2) RME criteria, which teachers found most challenging during the planning and the implementation. The subject of this study is 296 elementary teachers who have attended the training. The workshop series provided RME materials, simulation during the workshop, implementation in teachers’ best practices, and the workshop to discuss their experience. There are two findings in this study. Firstly, most teachers have a better understanding of RME characteristics. However, most teacher believe that the RME approach can be applied most mathematical topics. They felt confident in implementing the RME approach in their best practices. Secondly, teachers found that the most challenging when planned the RME lesson was finding suitable media related to mathematics topics. Moreover, during the implementation, teachers found it most challenging to lead students to formal mathematics. These results suggest that the most impactful workshop is better, followed by best practices and participants’ reflection afterward.

Realistic Mathematics Education (RME) approach to increase student’s problem solving skill in elementary school

The purpose of this study is to describe the steps of implementing the Realistic Mathematics Education (RME) approach to increase students’ problem solving skill. The method used in this research is action research method, with 5th grade students’ elementary school as a subject. Data collection techniques used is observation sheet and test. The results showed that the realistic mathematics education (RME) can increase students’ problem solving skill with average students’ score up to 68.8 as good criteria in cycle I. Then in cycle II the average score of students’ increase up to 84 as very good criteria. So, it can be concluded that RME can increase students’ problem solving skill in elementary school.

Kemampuan Penalaran Matematis Siswa melalui Pendekatan Realistic Mathematics Education Di SMP Negeri 5 Padangsidimpan

This study aims to improve students' mathematical reasoning on the subject matter of cubes and blocks through the Realistic Mathematics Education (RME) approach. This is motivated by the low mathematical reasoning of students at the time of learning.This research is a type of Classroom Action Research using Kurt Lewin's model which consists of two cycles, each cycle consists of four steps, namely: planning, action, observation, and reflection. Data collection instruments used in the form of tests and observations. This research was conducted in class VIII3 of SMP Negeri 5 Padangsidimpuan in April 2019. The results of this study indicate that the action hypothesis is accepted. Mathematical reasoning ability of students showed an increase in the pre-cycle of students' mathematical reasoning completeness was 21.74% (5 people), in the first cycle of meetings 1 and 2 students' completeness was 47.83% (11 people) and 60.87% (14 people). In the second cycle of meetings 1 and 2, the students' completeness was 73.91% (17 people) and 86.95% (20 people). The percentage of mathematical reasoning completeness of the students above has reached 80% of the number of students, so this research is said to have been successful. For further researchers, it is hoped that they can use the results of this study as a study for conducting further research on the application of the Realistic Mathematics Education (RME) approach to wider materials on cubes and blocks.

Developing a Math Textbook using realistic Mathematics Education Approach to increase elementary students’ learning motivation

This study aims to develop an appropriate and practical math textbook in the unit of the Least Common Multiple (LCM) and the Greatest Common Divisor (GCD) using Realistic Mathematics Education (RME) in order to increase elementary students’ learning motivation. This is a Research and Development (RnD) type of study with the Plomp model. A mathematician and a teacher assessed the validity of the textbook. The practicality of the textbook was assessed by two teachers and 15 students using questionnaires. The students' motivation was assessed by the students using questionnaires as well. The results showed that the textbook was appropriate with an average of 83.32%, the respondent results from the students’ views were practical with an average of 82.33% and very practical with an average of 87.6 from the teachers’ view. This study also found that the textbook increased the students’ learning motivation by 6.45%.

Pendekatan Pendidikan Matematika Realistik (PMR) Untuk Meningkatkan Komunikasi Matematika di Sekolah Dasar

Mathematical communication in elementary schools is very low. To overcome these problems an effective approach is needed. This research of communication aims at mahtematics to improve the ability to use a realistic mathematical education approach (PMR)in the material of angular measurement in grade IV SD Kartika Kota Padang. This research is a classroom actin research that uses a qualitative and quantitative approach. Conductedin two cycles, with three meetings covering four stages, namely planning, implementation, observation, and refelction. The subjects were teacher and students of class IV SD Kartika 1-11 Kota Padang numbered 20 people. The results showed that there was an increase in the average mathematical communication sklills of students in the first cycle of 74,2 to 88,3 in the second cycle using a realistic mathematics education approach.

Math Learning With Realistic Mathematics Education Approach Based On Open-ended Problems

This study aims to determine the feasibility and effectiveness of learning mathematics using teaching materials in the form of LKPD with a Realistic Mathematics Education (RME) approach based on open-ended problems. The design used in this research is Research and Development with a development model developed by Dick and Carry. Subjects in this study were students of class X IPA at Al-bairuny Islamic Senior High School in the academic year 2020/2021. Design implementation is using One Group Pretest Posttest Design with instruments in the form of questionnaires and tests. Data on student's understanding of mathematical concepts were collected using instrument tests as many as 5 essay questions. The analysis technique used is descriptive quantitative and qualitative. The results showed that (1) the validation of teaching materials is categorized as valid with an average score of 84,89% based on the expert judgment as well as the percentage of student’s responses to learning media of 80,29% categorized as feasible. (2) the effectiveness of teaching materials to reach the achievement of student’s competence gets an average score of 80,88 of the student learning outcomes and percentage of classical completeness of 89,47% categorized as very good. Based on the results of research findings and discussion, obtained the conclusion that the mathematics LKPD with the Realistic Mathematics Education (RME) approach based on open-ended development is feasible and effective to be used in the teaching and learning process.

Development of Interactive Module Based on Realistic Mathematics Education for the Material of Numbers

During the Covid 19 pandemic, which required distance or online learning makes learning material difficult for students to understand, especially number material in junior high schools. One of the ways that teachers can use to facilitate students in learning is by taking approaches, one of which is the Realistic Mathematics Education (RME) approach. To support online learning where students can study independently with teacher guidance so that learning media is very important. One of the learning media developed is an interactive module based RME. The purpose of this research is to describe how the process of developing interactive modules based on realistic mathematics education on numbers and how the results of developing interactive modules are measured from the aspects of validity, practicality, and effectiveness as an alternative learning media. This study used research and development methods, the model used in this research was ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The subjects of this study were 15 students in grade 7 junior high school. The test results showed that the module is valid with a percentage of 76,13% valid, from teachers 92,49% practical, from students 86,33% practical, and 88,66% effectiveness. The uniqueness of this interactive module is that it has interactive features such as videos, practice questions, and related learning media. Based on the research conducted, the interactive modules can be said to be a good mathematics learning medium.

Pembelajaran Penjumlahan dan Pengurangan Bilangan Dua Digit secara Simultan untuk Mengembangkan Intuisi Bilangan Siswa

The learning of addition and subtraction that usually be done in sequence impact students’ tendency to separate type of the strategies employ to solve the related problems. In fact, there are a number of situations that can be observed and solved through both lenses. Therefore, in this study we designed a simultaneous addition and subtraction of two-digit numbers learning trajectory. The learning activities were constructed based on Realistic Mathematics Education (RME) Approach. This design study was conducted in three steps consist of preliminary study, teaching experiments, and retrospective analysis. The teaching experiments were done in two cycle, the first was done with four students and the second was done with 33 students in two classes of an elementary school located in Singaraja, Bali. The data related to number sense ability were gathered from observation and students’ written work in solving worksheet and post-test. The collected data were analyzed using constant comparative method. From the results, we found that a simultaneous learning of two-digit numbers addition and subtraction were effectively develop the students’ number sense and encourage the students to develop efficient counting strategies.

Increasing mathematical literacy ability and learning independence through problem-based learning model with realistic mathematic education approach

The purpose of this study was to see the effect of implementing the PBL model with the RME approach on mathematical literacy skills and learning independence. This research is a combination research using a sequential explanatory design. The quantitative research method was carried out in the first stage by following a quasi-experimental model which was designed in the form of a non-equivalent (pre-test and post-test) control group design then continued by further analyzing the results of the quantitative method using qualitative methods. This study shows that there is an effect of the Problem Based Learning model with the Realistic Mathematic Education approach on mathematical literacy skills and learning independence and describes the relationship between independent learning and mathematical literacy skills.

Student Spatial Structure in Realistic Mathematics Education (RME) Approach

Area measurement is the number of measurement units used to cover an area, many students experience low understanding of the concept of measuring the area of ​​an area. Many previous studies have shown that most students find it difficult to measure area. Therefore, the application of the Realistic Mathematics Education (RME) approach can help students to increase knowledge and develop competencies about broad measurement. The measurement of area is not far from the spatial structure, that in order to overcome the weaknesses in understanding the concept of area measurement and encourage a better understanding of area, it must be based on the development of competence in the spatial structure of students through achievement at each level. This study uses a literature study approach. The subject is elementary school students. The data obtained by researchers is from various literatures that have been reviewed and analyzed by researchers. The results of this study are that students can reach every level of the student's spatial structure with the RME approach. And there are differences from students at each level to solve a problem related to the spatial structure of students.

PENGEMBANGAN MEDIA PEMBELAJARAN MATEMATIKA BERBASIS ANDROID MENGGUNAKAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME)

This research and development aims to produce Android-based mathematics learning media using the Realistic Mathematics Education (RME) approach is valid and practical criteria. This development uses the ADDIE development model which consists of analyze, design, development, implementation, and evaluation. But due to time constraints and the Covid-19 pandemic, this research does not use the stage. implementation and only arrived at the development stage. The results of the analysis at the validation test stage by the validator produced a percentage based on 2 aspects, namely 80.67% material and 86% media aspects included, and The average percentage of learning media validity is 83.33% so that the learning media is included in the very valid category. Furthermore, the results of the analysis of the practicality test 10 phase by class X produced an average percentage of 86,66% and entered the very practical criteria. Based on the validity test and practicality test carried out, it can be concluded that the Android-based mathematics learning media uses the Realistic Mathematics Education (RME) approach declared valid and practical to use.