The Development of Realistic Mathematics Education (RME) for Primary Schools' Prospective Teachers

Abstract

This research mainly focuses on: (1) the development of Realistic Mathematics Education (RME), (2) improving the effectiveness of Mathematics learning with the application of RME, and (3) constraints and solutions in the implementation of RME for primary schools prospective teachers.This research was conducted in the Primary Teacher Education Program of Teacher Training and Education Faculty of Sebelas Maret University, using the Research and Development (R & D) and implementing Classroom Action Research (CAR). The research subject included 71 students attending Basic Mathematics II in Academic Years 2015/2016. Data were validated using data and methodological triangulations. Afterwards, they were analyzed using qualitative analysis comprising three streams of activities: data reduction, data display, and conclusion drawing. Research procedure used was CAR with series of cycles involving such steps as (1) planning, (2) action, (3) observing, and (4) reflecting which was conducted simultaneously.The research finds out that: (1) Five steps of the implementation of RME for prospective teachers of primary school are (a) understanding daily problem/ context, (b) explaining contextual problem, (c) solving contextual problems, (d) comparing and discussing answers, and (e) drawing conclusion. (2) The implementation of RME can improve the effectiveness of Mathematics learning, (3) constraints in the implementation of RME include: (a) students do not have adequate understanding on Mathematics teaching materials, (b) students are not familiar enough with problems in learning Mathematics related to problems in daily life, (c) students are not quite familiar with the usage of teaching media in Mathematics learning, (d) students do not well master various approaches in Mathematics learning, (e) students do not acquire skill well in arranging lesson plans for Mathematics learning, and (f) students are not skilled enough in the simulation of Mathematics learning. Meanwhile, solutions for the difficulties are reinforcement and assistance in: (1) the mastery of teaching materials, (2) the relationship between teaching materials and problems in daily life, (3) uses of media/visual aids for Mathematics learning, (4) the mastery of various approaches and methods in Mathematics learning, (5) the arrangement of lesson plans in Mathematics learning, and (6) simulation of Mathematics learning.

The Effectiveness of Applying Realistic Mathematics Education Approach in Teaching Statistics in Grade 7 to Students' Mathematical Skills

“…Fifth, the relationship between the topics is established when mathematical knowledge is related to many other mathematical topics in an integrated form. Mathematical structures and concepts are interrelated; often, it is necessary to explore the relationships of a topic in order for learning to be meaningful (cited by Wahyudi et al (2017); Indriani and Julie (2017); Luthfi and Suparman (2019); Laurens et al (2017); Mulbar and Zaki (2018).…”

“…In realistic math education, the teacher acts as a facilitator, providing the basis for practical interpretation and connecting the math curriculum with practice (Aggraini & Fuzan, 2018;Habsah, 2017) is assessors while students think, exchange ideas, train students to be democratic by respecting the opinions of others (Hasibuan & Amry, 2017). In a supportive learning setting, teachers create an environment that students can succeed (Wahyudi et al, 2017). The textbook's applied math education concepts also serve as tools for a higher-level understanding of theory.…”

“…Furthermore, teachers and trainees are faced with numerous difficulties when they are tasked with incorporating the RME into their lessons. Research by Wahyudi et al (2017) pointed out that the trainee teacher encountered the following obstacles: (1) the teacher did not have a deep understanding of math teaching knowledge, (2) the teacher was not familiar with the problem. Regarding practice in math learning, (3) teachers are not familiar with using visual teaching/communication tools in mathematics, (4) teachers know many methods of maths teaching techniques but typically do not employ all of them, (5) teachers have not yet received the training they need to adequately meet the lesson preparation requirements, (6) teachers do not have the necessary simulation skills in order to provide excellent instruction in mathematics.…”

“…Regarding practice in math learning, (3) teachers are not familiar with using visual teaching/communication tools in mathematics, (4) teachers know many methods of maths teaching techniques but typically do not employ all of them, (5) teachers have not yet received the training they need to adequately meet the lesson preparation requirements, (6) teachers do not have the necessary simulation skills in order to provide excellent instruction in mathematics. Accordingly, in order to overcome obstacles for trainee teachers in teaching practical mathematics, the study of Wahyudi et al (2017) proposed the following solutions: (1) reinforcing the mastery of teaching knowledge and mathematical concepts, (2) strengthening the relationship between teaching knowledge with practical problems. (3) fortifying the ability to identify and use visual / communication tools in math teaching, (4) reinforcing a variety of teaching methods, (5) consolidating standardized ability to have teaching lesson plans, and (6) strengthening the ability to simulate.…”

“…According to Freudenthal (1973) and Gravemeijer (1997), the RME theory has three core heuristics in teaching process design: didactic phenomenon guided reconstruction and self-development model (cited from Sumirattana, Makanong, and Thipkong (2017); Deniz and Kabael (2017); Wahyudi, Joharman, and Ngatman (2017); Uzel and Uyangor (2006); Gravemeijer and Doorman (1999); Yilmaz (2020)). The didactic phenomenon forms the foundation for designing the teaching process in which students explore mathematics by expressing the relationships between a concept and concepts, methods, and other knowledge (Deniz & Kabael, 2017).…”