Realistic Mathematics Research Articles

Lintasan Belajar Pengelompokan Data Bagi Siswa Kelas I Sekolah Dasar Menggunakan Pendekatan PMRI

Education in elementary schools has the aim of helping students understand problems in everyday life. The national education system states that education aims to develop the potential of students to become human beings who have faith, noble character, health, knowledge and responsibility. In the context of mathematics education, the PMRI (Indonesian Realistic Mathematics Education) approach is used to help students understand mathematical concepts through real experiences and the context of everyday life. The data grouping learning trajectory using the PMRI approach aims to help grade 1 elementary school students understand the concept of data grouping. The use of sorting and choosing props can also improve the learning outcomes of low grade students in sorting and selecting certain objects or concepts. The aim of this research is that it is hoped that students can learn more effectively through direct experience, visualization and physical movements involved in the sorting and choosing process. Data was collected through interviews and tests. Based on the results and discussion of the research that has been conducted, it can be concluded that the design of a data grouping learning trajectory for elementary school students using an Indonesian realistic mathematics education approach is theoretically able to provide a deeper understanding of data grouping for grade I elementary school students. With the principles in PMRI, students are given the opportunity to develop a conceptual understanding of data grouping with the help of the images provided.

Validitas LKPD dan Video Pembelajaran Materi Operasi Hitung Bentuk Aljabar Berbasis Pendekatan PMRI dengan Konteks Kantin Sekolah

Algebra is a very important material to study because algebraic concepts are widely used in subsequent material and are useful in solving mathematical problems in everyday life. The aim of this research is to determine the validity of LKPD and learning videos on algebraic arithmetic operations based on an Indonesian realistic mathematics education approach. The research method used is development research developed by Tessmer with two stages, namely the preliminary stage (analysis and design) and the formative evaluation stage (self evaluation, expert review, one to one, small group, and field test. In this research the focus is on the formative evaluation, one of which is an expert review. From the results of the validation carried out by the expert review, an average assessment percentage of 76.11% was obtained with the criteria being quite valid or usable with slight revision. The validation assessment indicators are content, construct and language

Improving the ability to understand mathematical concepts and achievement of self-determination of elementary school students using realistic mathematics education approach

This study examines the differences in the increase in the ability to understand mathematical concepts and the achievement of students' self-determination using the RME approach. Quantitative research method by way of the experiment using "nonequivalent control-group design." The research sample amounted to 81 people. The instrument used is in the form of an essay test. Data obtained from the pretest and posttest were analyzed using descriptive and inferential statistics. The results obtained; The RME technique has a very high impact on the category's ability to comprehend mathematical ideas and attain self-determination. The RME method can help primary school children gain self-determination and increase their understanding of mathematical ideas. Students who learn to use the RME technique and students who learn to use conventional learning have different increases in their capacity to understand mathematical topics. There is no difference in self-determination between students who learn to use the RME approach and those who use conventional learning.

LINTASAN BELAJAR: ANALISIS DATA FASE A DALAM KONTEKS MAKANAN KHAS BERBAHAN DASAR SINGKONG DARI KARANGNONGKO DENGAN PENDEKATAN PMRI

This research aims to explore the learning trajectory of data analysis in the Fase A class using the case study or action research method in the context of traditional food from cassava with the PMRI (Indonesian Realistic Mathematics Education) approach. The focus of this research is on the diversity of traditional foods made from cassava. The research method used is action research which involves Fase A class students in understanding and analyzing data related to traditional food that uses cassava as the main ingredient. Through the PMRI approach, students are encouraged to understand not only the mathematical aspects of the data, but also the cultural aspects and local wisdom related to the food. The results of this research indicate that by applying PMRI in teaching, students can be more actively involved in collecting, analyzing and interpreting data about traditional cassava food. They learn how to convert quantitative information into a deeper qualitative understanding of the rich culture around them

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.

Results Testing the Validity of Media Puzzle Digital Game with a Realistic Mathematics Education Approach for Kindergartens

Learning in kindergarten now has entered the era of digital development. Kindergarten students are in a unique process of growth and development because they are a golden generation. So the use of media is important because it can increase children’s learning motivation. The purpose of the results of this study is to produce a product in the form of a digital puzzle game media with a Realistic Mathematics Education (RME) approach for kindergartens. The method in this article uses 4 stages, namely 1) potential and problems, 2) data collection, 3) product design, 4) design validation. The output that has been achieved in this study is that a valid digital puzzle game based of RME product is produced on validity tests from material experts and media experts. Based on the results of the average assessment obtained from material experts that is equal to 88.61% and the average assessment of media experts is equal to 91.39%. From the results of the two validators, a total average of 90% was obtained, so it can be concluded that the digital puzzle game based of RME media is suitable for use by kindergarten students.

Mathematics Education Based On Toba Batak Culture Learning Model To Improve The HOTS Capabilities Of Prospective Elementary School Teachers

The aim of the research is to analyze the effectiveness level of the development of the Realistic mathematics education based on Toba Batak culture learning model. The Realistic mathematics education based on Toba Batak culture learning model has fulfilled the effectiveness level to enhance students' HOTS abilities, which include: (a) syntax, consisting of: cultural apperception, problem-solving discussions, patterns of social interaction using representation and problem-solving, reflection on work results, (b) social system built on collaboration principles, (c) management reaction principles where lecturers act as facilitators, (d) supporting system such as: semester lecture plans, teaching materials, lecturer guidebooks, student guidebooks, and student activity sheets, (e) instructional impact in the form of students' HOTS abilities and accompanying impact in the form of scientific attitudes, collaboration, and realistic thinking. The Realistic mathematics education based on Toba Batak culture learning model is equipped with a set of model books, semester lecture plans, teaching materials, lecturer guidebooks, student handbooks, and student activity sheets that have met the effectiveness level. The effectiveness level of the Realistic mathematics education based on Toba Batak culture learning model is influenced by four aspects, namely: The lecturer's capacity to oversee learning scored 4.17 on the NKD scale, placing it in the high category. Student's Higher Order Thinking Skills (HOTS) were rated at 0.85, indicating a high level of proficiency. Active student participation was noted at 25%, categorized as active. Student responses were at 93%, indicating a high level of engagement. The level of students' HOTS abilities through the application of the Realistic mathematics education based on Toba Batak culture learning model has increased from the moderate category to the high category, with an N-Gain score of 0.81 in the high category. The level of active student activities through the application of the Realistic mathematics education based on Toba Batak culture learning model has a value of 25% in the active category. The level of student response to the learning process in implementing the Realistic mathematics education based on Toba Batak culture learning model obtains a value of 93 in the high category.

TEORIA DA ATIVIDADE DE ESTUDO E EDUCAÇÃO MATEMÁTICA REALÍSTICA: ARTICULAÇÃO E POSSIBILIDADES

ABSTRACT: This paper is the result of a bibliographic review, whose research is of a qualitative nature and aims to verify the limits and possibilities of a theoretical articulation between the Study Activity Theory (SAT) and the didactic current of Realistic Mathematics Education (RME). The Theory of Study Activity has its origins in Vygotsky's Cultural-Historical Theory, while Realistic Mathematics Education is a proposal by the mathematician educator Freudenthal. The theory about the activity of study relies on the foundation of researchers such as Davidov, Elkonin, Luria, Leontiev, and Repkin, among others, developed in Russian schools in the 1960s. In a short period, Freudenthal's approach appeared to be applied in Dutch schools. Both groups of researchers (Vygotsky and Freudenthal) were concerned with understanding the teaching and learning process: the Russians were focused on the development of the human psyche, specifically, of the child, while the Dutch educators were focused on the teaching of Mathematics in elementary schools. The research results indicate that there is a possibility of articulation between these approaches, especially in the teaching of Mathematics, since the SAT highlights human activity as a source for the development of humanity and that the teaching and learning process needs to consider the historical subject's culture; Freudenthal considers mathematics as a human activity and emphasizes the need to adopt practices that value the “rediscovery” of mathematical concepts through historical and cultural recovery.

Pengaruh gaya belajar dan belajar matematika realistis terhadap hasil belajar Siswa kelas V SDN 11 Lubuk Buaya Padang

This research was conducted because researchers wanted to know the influence of learning styles and the Realistic Mathematics Education (RME) learning model on student learning outcomes in fifth grade elementary school mathematics subjects. This research method is quantitative and is a type of Non Equivalent Pre-Test and Post-Test Control Group Design. The research sample for the experimental class was all class V students at SD Negeri 11 Lubuk Buaya, totaling 27 students and the control class was all class V students at SD Negeri 11 Lubuk Buaya, totaling 27 students. The data collection technique is in the form of 20 multiple choice test questions. The Independent Sample T-Test serves to test the hypothesis obtained by Sig. (2-tailed) of 0.000 < 0.05. Based on the results, it shows that Ha is accepted and Ho is rejected. It can be concluded that the application of the Realistic Mathematics Education learning style and learning model has an influence and the learning outcomes of class V students at SD Negeri 11 Lubuk Buaya Padang increase. It is known that the experimental class obtained an average pretest result of 65.25 and the control class pretest average was 65. Meanwhile, the posttest average of the experimental class was higher than the control class, namely 84 > 72.5.

Pre-Algebra Student Negative Sign Computer-based Learning

Middle school students who struggle with manipulating math expressions involving the negative sign have demonstrated difficulty learning pre-algebra content that prepares them for higher-level math courses. This study involved a multimedia intervention to improve middle school students' negative sign proficiency and math self-efficacy. A mixed-methods action research study was implemented involving 28 middle school students who participated in an intervention three days a week, working on 12 computer-based math learning modules. The module's learning goals focused on students evaluating negative sign expressions supported by Realistic Mathematics Education learning theory, cognitive theory of multimedia learning, and multimedia self-efficacy instructional strategies. The results showed a statistically significant improvement in negative sign math proficiency, a non-significant improvement in math self-efficacy, and that student perceptions of learning through the modules were favorable. This research contributes to understanding technology intervention learning environments that include middle school math self-efficacy instructional strategies.

Peningkatan kompetensi profesional guru SD melalui pelatihan pengembangan Iceberg matematika realistik berbasis budaya lokal

Mathematics education needs to be taught meaningfully using problem contexts and facilitating reasoning, modeling, collaboration, and connection with other mathematical concepts. This community service project aimed to train primary school teachers in developing Realistic Mathematics Education (RME) 'icebergs' utilizing the local cultural context of Magetan. Twelve primary school teachers in Magetan participated in the RME training, which focused on developing the RME 'icebergs' through exploratory and contextual approaches. The research method included face-to-face sessions, group discussions, and individual tasks to design relevant learning materials. The training results showed significant improvement in the understanding and application of RME. Before the training, teachers faced challenges in engaging students in grades 4-6 and in using local context in mathematics teaching. Post-training, 67% of the teachers demonstrated a positive change in their teaching approach, shifting from lecture and drill methods to an RME-based approach. Additionally, 50% of the participants successfully developed RME icebergs that integrated problems within the local cultural context of Magetan. The training evaluation indicated that over 50% of participants responded positively, showing increased knowledge about realistic mathematics and the application of culturally contextualized problems. The conclusion of this study asserts that the RME approach, especially when combined with local cultural context, is effective in enhancing mathematics teaching skills and enriching numeracy literacy among primary school teachers. The implications of this research suggest integrating RME into the primary school mathematics curriculum to develop critical thinking, creativity, and collaboration skills in students, in line with the demands of the 21st century

DEVELOPMENT OF LEARNING DEVICES BASED ON ETHNOMATHEMATICS OF THE MEHER TRIBE WOVEN FABRICS (KISAR ISLAND) WITH REALISTIC MATHEMATICS EDUCATION APPROACH ON NUMBER PATTERN MATERIAL

This study aimed to develop a learning device based on ethnomathematics of the Meher tribe woven fabrics (Kisar Island) with a Realistic Mathematics Education (RME) approach on number pattern material for 8th-grade students of Public Junior High School 4 Southern Islands. The learning devices developed consisted of Learning Implementation Plans (RPP), Teaching Materials (BA), and Student Worksheets (LKPD). The development model used was the 4-D model, which consisted of four stages, namely define, design, develop, and disseminate but were limited to the development stage. The device was tested for quality (valid, practical and effective). Following the validation results by the five validators, it was found that the devices developed met the validity requirements with an average score of Learning Implementation Plans (RPP) 3.5 (very good), an average score of Teaching Materials (BA) 3.3 (good), the average score of Student Worksheets (LKPD) was 3.4 (good). The average validator's general assessment was 3.3 (good). According to the practicality test of the developed devices, it was found that the developed devices were categorized as practical, with an average positive response of educators of 100% and an average positive response of students of 91.3%. The developed devices also fulfilled the effectiveness requirements by achieving a classical completeness percentage of 79.2%. The results of the study obtained the quality of the devices developed

Learning Angular Measurement in the Third Using a Realistic Mathematical Education Approach (RME)

Learning Angular Measurement in the Third Using a Realistic Mathematical Education Approach (RME)

PENGEMBANGAN MODUL MATEMATIKA BERBASIS RME UNTUK SISWA KELAS 1 SEKOLAH DASAR

Based on observations, there are low mathematics scores for measurement material in 2 different schools. This happened due to the COVID 19 factor and lack of parental guidance. Therefore, as a reference, researchers developed RME-based mathematics teaching materials in the form of realistic mathematics education-based modules. This research uses the R&D method. aims to determine the procedures, feasibility and effectiveness of the module. Based on the research carried out, the results of the research are: procedures carried out based on the ADDIE model, validation from media and material experts respectively 75% and 76%. And this product is considered effective because it can liven up the classroom atmosphere and get student and teacher questionnaire scores of 100% and 85% respectively.

Effectiveness of the RME (Realistic Mathematic Education) Learning Model on Learning Outcomes in Multiplication Counting Operation Material for Class III Students at SD Muhammadiyah Ambarketawang 1

Mathematics learning on multiplication calculation operations material that fully involves students optimally. Students are expected to be able to instill the concept of multiplication and relate it to everyday life. This activity has an impact on student learning outcomes in multiplication calculation operations material so this research aims to determine the influence of the learning model Realistic Mathematic Education (RME) Regarding Learning Results in Multiplication Calculation Operations Material for Class III Students at SD Muhammadiyah Ambarketawang 1.
 This research method uses a quantitative approach, the type of research used ispre-experiment with research designone group pretest-posttest design. The sample in this study was class IIIA, totaling 21 students consisting of 12 female students and 9 male students. Data collection techniques using observation, tests and documentation. Data analysis techniques use normality, homogeneity and hypothesis testing.
 The results of the data analysis test showed that there were changes in student learning outcomes before the learning model was implementedRME (Realistic Mathematic Education) after carrying out the learning modelRME (Realistic Mathematic Education). Based on these results, the effectiveness of the learning modelRME (Realistic Mathematic Education) on Mathematics learning outcomes in multiplication arithmetic operation material for class III students at SD Muhammadiyah Ambarketawang 1.

Effectiveness of Mathematics Learning Using PMRI Approach with the Assistance of Learning Videos on Students' Critical Thinking Ability

This research aims to determine the effectiveness of mathematics learning through the Indonesian Realistic Mathematics Education (PMRI) approach assisted by learning videos on the critical thinking abilities of class VIII students at SMP Negeri 2 Baubau. This research is quantitative research using a quasi-experimental model. The student population consisted of class VIII students at SMP Negeri 2 Baubau, totaling 11 classes using a cluster random sampling technique so that the samples were class 8.2 and 8.3. The instruments used in this research were interviews and learning outcomes tests using N-gain analysis techniques and independent sample t test N-gain. Based on the research results, the results in the experimental class were in the effective category. This can be seen from the results of the N-gain score analysis showing the average N-gain score of 79.51 or 79.5%. Meanwhile, in the control class in the ineffective category, this can be seen from the results of the N-Gain score analysis showing that the average N-gain score is 25.16 or 25.2%. Meanwhile, from the results of the independent sample t test N-gain hypothesis test value, the Sig value was obtained. (2-tailed) is 0.000<0.05. Thus, it is concluded that there is a significant (real) difference in effectiveness between the use of the Indonesian realistic mathematics education (PMRI) approach assisted by learning videos and the use of conventional approaches to improve the critical thinking mathematical abilities of class VIII students at SMP Negeri 2 Baubau.

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.

The Effect of Realistic Mathematics Education on Problem Solving and Posing Success and Self-Efficacy

Bu araştırmada “doğal sayılarda toplama ve çıkarma işlemi problemleri” öğretiminde Gerçekçi Matematik Eğitimi (GME)'ne dayalı olarak geliştirilen etkinliklerle desteklenmiş öğretimin ilkokul ikinci sınıf öğrencilerinin toplama ve çıkarma problemlerini çözme ve kurma başarılarına, öğrenmenin kalıcılığına ve öğrencilerin öz yeterlilik algılarına etkilerinin incelemesi amaçlanmıştır. İstanbul’da bulunan özel bir ilkokulun ikinci sınıf öğrencileriyle yapılan çalışmanın çalışma grubunda, 21’i deney grubunda (9 kız, 12 erkek) 20’si kontrol grubunda (12 kız, 8 erkek) olmak üzere toplam 41 öğrenci bulunmaktadır. Veri toplama aracı olarak kullanılan “Problem Çözme ve Kurma Soruları” ve “Matematiğe Yönelik Öz Yeterlilik Algısı Ölçeği”nden elde edilen veriler analiz edilmiştir. Sonuç olarak; ilkokul ikinci sınıf öğrencilerine Gerçekçi Matematik Eğitimi ile desteklenmiş “doğal sayılarda toplama ve çıkarma işlemi problemleri” öğretiminin mevcut öğretim programındaki etkinliklere göre son testte ve kalıcılık testinde anlamlı düzeyde etkili olduğu, öğrencilerin matematiğe yönelik öz yeterlilik algılarını bir miktar arttırsa da bunun anlamlı düzeyde olmadığı görülmüştür. Bu sonuçlara bağlı olarak, GME çalışmalarının ilkokulun farklı yaş gruplarına ve farklı öğretim alanlarına etkisini inceleyen ve duyuşsal alanda anlamlı bir etkinin görülebilmesi için uygulama süresi iki haftadan daha uzun süren çalışmalar yapılması önerilebilir.

Hypothetical Learning Trajectory of Sector Area and Arc Length Using the Clockwork Context

Students' understanding on the concept of a circle especially the relationship between central angle, arc length, and sector area of the circle based on learning obstacle and learning trajectory need to be developed well by creating a good didactic design. Therefore, it is necessary to design hypothetical learning trajectories (HLT) for students in learning sector area and arc length using the clockwork context. The didactical design was developed through three stages, namely: (1) the preliminary design; (2) teaching experiment; and (3) retrospective analysis. This study focused on the first stage, since the main purpose of this research was to develop a series of learning activities to delve into the concept of sector area and arc length as proportional problem in the form of HLT. The HLT was designed using a realistic mathematics education (RME) approach. There are three anticipated learning obstacles in the design of the activities, including errors related to the concept of the relationship between arc length, circle circumference, sector area, and circle area; errors related to the concept of the relationship between the central angle, arc length, and sector area of a circle; as well as errors related to the connection of concepts in circle material with other mathematical material; and students' difficulties in problem solving questions.

Improving Multiplication Skills through The Realistic Mathematics Learning Design

Pengajaran matematika di madrasah masih berpusat kepada guru sebagai sumber ilmu dan anak harus taat serta hormat kepada guru. Siswa harus menghafalkan tabel perkalian sebagai pekerjaan rumah, bahkan ada yang mewajibkan menghafalkan semua rumus-rumus matematika. Padahal, mengajar matematika bukan sekedar memberikan instruksi dan konsep abstrak kepada siswa untuk memahami simbol-simbol. Namun, terkait dengan nilai sosial budaya dan lingkungan dan berhubungan dengan setiap tahapan pembelajaran. Anak-anak akan mulai belajar setelah mereka mengalaminya pada level konkret. Pendekatan pembelajaran matematika inilah yang kemudian disebut sebagai the Realistic Mathematics Education atau jika diterjemahkan menjadi Pembelajaran Matematika Realistik (PMR).
 Tujuan penelitian ini adalah untuk meningkatkan minat dan kemampuan siswa dalam menggunakan keterampilan perkalian melalui Desain Pembelajaran Matematika Realistik pada siswa kelas IV Madrasah Ibtidaiyah Negeri 2 Kotabaru Tahun Pelajaran 2022/2023.
 Penelitian dilakukan mengikuti ketentuan-ketentuan penelitian tindakan kelas yang terdiri dari tiga siklus kegiatan belajar mengajar. Desain pembelajaran dirancang berdasarkan pendekatan PMR. Data dikumpulkan dari tes kemampuan, observasi kelas, dan hasil kerja siswa, Data dianalisis menggunakan teknik analisis statistik deskriptif dengan visualisasi data dari software Microsoft Excel 2021 dan Tableau Desktop 2022.2 Public Edition. Penelitian dilakukan terhadap siswa kelas IV di Madrasah Ibtidaiyah Negeri 2 Kotabaru Tahun Pelajaran 2022/2023.
 Hasil penelitian menunjukkan desain PMR berhasil meningkatkan minat dan kemampuan perkalian siswa kelas IV Madrasah Ibtidaiyah Negeri 2 Kotabaru Tahun Pelajaran 2022/2023.