Meningkatkan Kemampuan Pemahaman Konsep Matematika Melalui Model Pembelajaran Realistic Mathematics Education Menggunakan Alat Peraga Kubus dan Balok

Abstract

The purpose of this study was to improve the understanding of mathematical concepts of students through Realistic Mathematics Education. Learning model assisted by teaching aids on cube and block material. This research is classroom action research. The research subjects were class VIIIA students for the 2021/2022 academic year with 26 people. The techniques used in data collection are observation and tests. The data analysis technique in this study is data analysis of teacher observations, student observations and tests of understanding mathematical concepts. The research procedure includes planning, implementation, observation, and reflection. The study consisted of 2 cycles. Realistic Mathematics Education learning assisted by teaching aids on cube and block material, as long as this research has been running according to the learning implementation plan, has succeeded in creating a conducive learning situation, and increasing students' understanding of concepts. The results showed that the ability to understand mathematical concepts in the first cycle was 50% less criteria, and in the second cycle, 81% good criteria. The results of observations of teachers' teaching skills when managing learning has increased. In the first cycle, it reached 69.12% good criteria, while the second cycle reached 85.28% excellent criteria. The results of observations of student learning activities have increased. From the first cycle, the percentage is 63.75 good criteria, while the second cycle is 83.75% excellent criteria.

Hyothetical Learning Trajectory On Dilation Material Using Realistic Mathematics Education and Geogebra Media

“…Internal aspects include students' lack of interest in learning and the assumption that math is difficult to understand (Meutia, 2022). Meanwhile, external aspects can include inappropriate learning methods, lack of application of learning media, and an unsupportive learning environment (Hubulo et al, 2022). Both factors, if left unchecked, will have an impact on low student understanding (Diana et al, 2020).…”

“…RME has several characteristics, including the use of context or contextual problems, applying models that emphasize informal solutions before adopting formal approaches, linking mathematical topics to each other, applying interactive methods in mathematics learning, and giving value to various answers and student contributions (Yonathan & Seleky, 2023). RME has been proven to improve students' concept understanding (Hubulo et al, 2022), increase student engagement and learning outcomes (Priciliya, 2021), and improve problem solving skills (Apriyanti et al, 2023).…”

“…One of the characteristics of RME is using context. Context has an important role in learning, one of which makes mathematics more interesting and improves teacher learning process activities (Hubulo et al, 2022). Some contexts that have been used in previous studies that have proven to be able to improve student learning outcomes include traditional games (Rahmasari et al, 2023), folklore, legends, community customs , puppet stories (Arbowo et al, 2018), and historical buildings (Fahrurozi et al, 2018;Susanti et al, 2023).…”