Pengaruh Pembelajaran Matematika Realistik dengan Strategi Heuristik Krulik dan Rudnik terhadap Kemampuan Berfikir Kritis dan Prestasi Belajar Siswa Sekolah Dasar

Innovation of the problem based learning model with contextual teaching learning in mathematics learning in the Industrial Revolution 4.0 era: A comparative case studies

“…This is because the syntax of the learning model from the results of the combination produces the following experiments: forming paired groups, calling numbers in pairs, discussion in pairs and appreciation of the results of discussions/presentations, the syntax is able to increase self-esteem to be higher because working in pairs, speech ability, learning determination, deeper understanding, kindness, sensitivity, student learning tendencies to become more meaningful, class \mastery in learning and positive behavior of students. So in general, it can be concluded that the Problem based learning model and Contextual teaching learning is a cooperative learning model in a group that is able to improve student learning outcomes and activeness but has a weakness of the lack of student participation in the learning process, which from that, based on the experimental process that had been carried out in the field, it is the evident that the innovation of the combination of Problem based learning models Contextual teaching learning setting are very effective in improving student learning outcomes and activeness in the industrial revolution era 4.0, this is supported by the opinions (Ariani, 2017;Putri et al, 2018) that the combination of cooperative models is a new innovation in learning.…”

Improving Students' Mathematic Concept Understanding Viewed from Self-Efficacy with RME-Based Krulik Rudnick Heuristic Learning Model

“…An experimental method studies the effect of certain variables on other variables through trials under specially created conditions. Researchers cannot control environmental conditions that can affect research results in quasi-experimental research, so the research is not pure but rather quasi-experimental [17]. This study focuses on understanding mathematical concepts in terms of self-efficacy in the subject of Statistics.…”

“…The following are indicators of mathematical concept understanding used in this study: (1) restating a concept's definition, (2) classifying objects based on certain properties based on the concept, ( 3) giving examples and not examples of concepts, (4) presenting concepts in various forms of mathematical representation, (5) developing necessary or sufficient conditions of a concept, (6) using, utilizing, and selecting certain procedures or operations, and ( 7) applying concepts or algorithms to problem-solving [17]. In addition, the following indicators are used to assess student self-efficacy: (1) belief in one's abilities, (2) belief in one's ability to adapt and face difficult tasks, (3) belief in one's ability to face obstacles and challenges, (4) belief in one's ability to complete a specific task, and (5) belief in one's ability to complete several different tasks [18].…”

“…Several studies have been conducted on the effect of the Krulik-Rudnick Heuristic learning model on improving learning outcomes and increasing algebraic thinking skills and reflective thinking processes based on previous research. [1], [13], [16], [17]. However, no previous research has examined the effect of the Krulik-Rudnick Heuristic learning model based on RME on mathematical concept understanding.…”

Realistic Mathematic Education on Higher-Order Thinking Skill Mathematics of Students

“…To date, many studies related to the RME approach's effect on the types of abilities are classified as HOTS, namely critical thinking skills (Ariani & Batubara, 2017;Oktaviani et al, 2018;Puspita et al, 2018;Ridha et al, 2019), creative thinking (Durachman & Cahyo, 2020;Indira et al, 2017;Iskandar & Riyanti, 2015;Ismunandar & Taufan, 2020;Suciati et al, 2021), problem-solving ability (Amri & Abadi, 2013;H. P. Dewi et al, 2018;Herdiansyah & Purwanto, 2022;Mayasari, 2019;Wulandari et al, 2020;Zulaini Masruro Nasution, Edy Surya, 2017), and mathematical reasoning abilities (Dani et al, 2017;Fauzan et al, 2018;Kusumaningrum, 2016;Merina et al, 2019).…”