The Application of Realistic Mathematics Education (RME) Approach to Increase the Creative Thinking Ability of Fraction Subject Matter for Fourth-Graders of SDN Rawajati 06 Pagi

Abstract

The Application of Realistic Mathematics Education (RME) Approach to Increase the Creative Thinking Ability of Fraction Subject Matter for Fourth-Graders of SDN Rawajati 06 Pagi. This reseach aims to describe the applying of learning approaches matematics Realistic Education (RME) to improve the ability to think creatively about the concept of fractions. The reseach subjects was 28 students of the fourth grade in Rawajati 06 in academic year 2017/2018. The participants in this study were 2 people, 1 person that acts as a conduit and colleagues 1 as an observer. This study is an action research model of action research (Classroom Action Research). The draft action cycle design intervention study using the model of Kemmis and Taggart with stage planning, acting, observing and reflecting. The experiment was conducted in two cycles, cycle 2 times I held meetings with the material up flat, and the second cycle executed as much as 2 times with the same material in cycle I. This study was conducted in March-April 2018. Data was collected using a post test. The post test techniques with evaluation and observation. Evalution in used to capture data on ability to think creatively about the concept of fractions. While the observations are used to gather data about applyng of learning approaches matematics Realistic Education (RME). Data analysis was performed on data from the study by looking at indicators of success as the result of an agreement between the researcher and observer, the student has achieved as much as 80% KKM. The result in the first cycle indicates that theaverage student who has reached the KKM in only 57,14%. The research of the school cycle showed that the average of the tital number of students reached 89,29% KKM. The result showed that learning by applying of learning approaches matematics Realistic Education (RME) to improve the ability to think creatively about the concept of fractions on the Fourth Grade Students of Rawajati 06 State Elementary School In Academic Year 2017/2018. The implication of the study is that the use of applying of learning approaches matematics Realistic Education (RME) can be done when concept of fractions in learning, if teachers have difficulty in presenting the material and making a low student the ability to think creatively.

Students’ creative thinking skill through realistic mathematics education on straight-line equation

“…The results showed that the average score of the creative thinking skill of students taught through realistic mathematics education was better than those taught through the expository method on the straight-line equation topic. It follows the results of the research by Imanisa and Effendi (2022), Ismunandar et al (2020), Ndiung et al (2019), and Soraya et al (2018 that students whose learning uses the RME approach have an average of mathematical creative thinking skill higher than students whose learning uses conventional learning methods. Differences in the presentation of a topic in the learning cause it.…”

Improving Students’ Creative Problem-Solving Skills in Online-Onsite Based Mathematics Learning

“…In connection with efforts to improve creative thinking skills or creative problem solving, it can also be done through problem-based learning (Wijayati et al, 2019), strategies for increasing metacognition (Song & Park, 2017), with the RME approach (Soraya et al, 2018), with an RME-based student worksheet (Hidayati, Balu Suparman, 2018), with an e-learning-based RME approach (Azmi et al, 2018), with a brainstorming strategy (AlMutairi, 2015), with an open-ended-based Student Activity Sheet (Romli et al, 2018). Through this research, improving the ability to solve creative problems can be done in online-onsite-based learning.…”

Disposisi Matematis Siswa pada Penerapan Etnomatematika dalam Pembelajaran Matematika

“…Matematika adalah pengetahuan yang melekat dalam aktivitas kehidupan, di mana setiap aktivitas tidak dapat dipisahkan dari aktivitas matematika (Muhtadi, Sukirwan, Warsito, & Prahmana, 2017;Soraya, Cahyana, Sumantri, & Adiansha, 2018). Berbagai tempat seperti di pasar, di ladang atau berbagai tempat aktivitas manusia ilmu matematika selalu hadir baik disadari ataupun tidak disadari oleh masyarakat.…”