Influence of culture on the adaptation of realistic mathematics education in Indonesia

Using Context to Learn Matrices Concepts Meaningfully

“…Students have also been able to write down the matrices' multiplication requirements and write down the multiplication result of two matrices (see Figure 8). The result of this research indicates that students have carried out the third realistic mathematics education principle according to Freudenthal's theory (Revina, 2017), namely the self-develop model, where students are already at the formal model stage, students can formulate a method of multiplying two matrices from the discussion results based on the contextual questions given. From all learning activities, realistic mathematics education can be used to develop an understanding of the multiplication matrices concept in senior high school students.…”

“…Students can conclude that multiplication matrices will be the same as the repeated addition from the questions given. The result of this research indicates that students have carried out the third realistic mathematics education principle according to Freudenthal's theory (Revina, 2017) (2 x A = A + A), namely the self-develop model, where students have been at the formal model stage, students can formulate multiplication matrices with a scalar as a repeated addition after doing discussion based on the contextual questions given.…”

“…Mathematical applications usually require more complex knowledge of arithmetic, algebra, or geometry, and other fields. In Revina (2017), Freudenthal states the principles of RME include three things, namely guided reinvention and didactical phenomenology, progressive mathematization, self-develop models. Guided reinvention and didactical phenomenology mean that RME guides students to find their strategies/ways of solving a problem according to their cognitive level because finding themselves will be better understood and long remembered by students.…”

“…Of the nine groups, eight groups were able to arrange the matrices from context to table (see Figure 2), and one group gives answers outside of predictions in constructing the matrices from context to table. 'It's means that students were able to do the second stage of modeling, namely the "model of" according to what Freudenthal expressed (Revina, 2017). Freudenthal revealed that the self-model in RME has four steps: the situational model, the model of, the model for, and the formal model (Revina, 2017).…”

“…'It's means that students were able to do the second stage of modeling, namely the "model of" according to what Freudenthal expressed (Revina, 2017). Freudenthal revealed that the self-model in RME has four steps: the situational model, the model of, the model for, and the formal model (Revina, 2017). Students have been able to manipulate objects (in this case, the context of the story) to get to the understanding of the matrices concept; according to Arsaythamby and Zubainur (2014) argue that learning realistic mathematics will provide opportunities for students to develop an understanding of mathematical concepts through the manipulation of objects and tools.…”