The Effectiveness of Learning Models Realistic Mathematics Education and Problem Based Learning Toward Mathematical Reasoning Skills at Students of Junior High School

Susanti, Gemi; Rustam, Ahmad

doi:10.31327/jomedu.v3i1.534

Cited by 14 publications

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“…Peningkatan yang dicapai oleh siswa, baik prestasi maupun minatnya, sejalan dengan hasil-hasil penelitian sebelumnya yang juga menjelaskan mengenai efektivitas PBL dalam pembelajaran matematika. Penelitian tersebut antara lain yang pernah dilakukan oleh (Djidu & Jailani, 2018;Jailani, Sugiman, & Apino, 2017;Ningrum, 2017;Susanti & Rustam, 2018). Penelitian-penelitian tersebut tidak hanya menjelaskan mengenai efektivitas PBL dalam mendukung prestasi siswa dalam belajar matematika, tetapi juga dapat melatih kemampuan berpikir siswa sampai pada level berpikir tingkat tinggi.…”

Section: Pembahasanunclassified

Problem-based learning dalam pembelajaran matematika: Upaya guru untuk meningkatkan minat dan prestasi belajar siswa

Mashuri

Djidu

Ningrum³

2019

Pytha Jurnal Pend. Math

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Penelitian Tindakan Kelas (PTK) ini bertujuan untuk meningkatkan minat dan prestasi belajar matematika siswa dengan menerapkan Problem-based learning (PBL). Penelitian tindakan ini dilaksanakan dengan empat tahapan (perencanaan, pelaksanaan, pengamatan, dan refleksi), mengadaptasi model Kemmis dan Mc Taggart. Sebanyak 26 siswa kelas VII.B SMP Taman Dewasa Jetis Yogyakarta dijadikan sebagai subyek penelitian ini. Instrumen yang digunakan dalam pengumpulan data terdiri dari angket, lembar observasi, dan tes. Data minat dan keterlaksanaan pembelajaran dianalisis secara kualitatif, sedangkan data prestasi belajar dianalisis secara kuantitatif. Hasil analisis menunjukkan adanya peningkatan minat, serta prestasi belajar matematika yang tinggi dari kondisi awal siswa. Beberapa kesimpulan yang diperoleh antara lain sebagai berikut. Pertama, PBL telah meningkatkan minat belajar dan prestasi belajar siswa di kelas VII.B SMP Taman Dewasa Jetis, Yogyakarta, setelah dilakukan tindakan sebanyak dua siklus. Kedua, peningkatan minat belajar siswa disebabkan karena kedudukan siswa dalam PBL tidak lagi bersifat pasif. Ketiga, hadirnya berbagai masalah-masalah matematika yang dekat dengan konteks kehidupan sehari-hari siswa, membuat konsep matematika yang abstrak lebih mudah dipahami sehingga tidak hanya minat, tetapi prestasi belajar siswa juga mengalami peningkatan. Keempat, keberhasilan pelaksanaan PBL sangat ditentukan oleh konsistensi guru dalam melaksanakan perannya sebagai fasilitator pembelajaran. Sejumlah faktor yang mempengaruhi keberhasilan penelitian juga dibahas dalam artikel. Problem-based learning in mathematics learning: Teacher's efforts to increase students’ learning interest and achievementAbstractThis classroom action research aims to increase learning interest and mathematics learning achievement of students by implementing the Problem-Based Learning (PBL). This action research conduct in four stages (planning, implementation, observation, and reflection) as the Kemmis dan Mc Taggart model suggests. A total of 26 students in class VII.B in SMP Taman Dewasa Jetis, Yogyakarta, were involved in this action research. The instruments used in data collection consisted of a questionnaire, observation sheet, and test. Data on learning interest and implementation of learning are analyzed qualitatively, while data on learning achievement are analyzed quantitatively. The results of the analysis showed an increase in interest, as well as high mathematics learning achievement from the initial conditions. Some conclusions obtained as follows. First, PBL has increased the learning interest and achievement of students in class VII.B of Taman Dewasa Jetis, Yogyakarta, after taking two cycles of action. Second, the increase in students’ interest in learning is due to the position of students in the PBL that is no longer passive. Third, the presence of various mathematical problems that are close to the context of the daily life of students makes the abstract mathematical concepts more easily understood so that not only interest but student achievement also increases. Fourth, the success of implementing PBL is largely determined by the consistency of the teacher in carrying out his role as a facilitator of learning. Several factors that influenced the success of this research were discussed in the article.

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Section: Pembahasanunclassified

Problem-based learning dalam pembelajaran matematika: Upaya guru untuk meningkatkan minat dan prestasi belajar siswa

Mashuri

Djidu

Ningrum³

2019

Pytha Jurnal Pend. Math

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“…One of the contextual learning in mathematics learning that is often applied is Realistic Mathematics Education (RME). The Realistic Mathematics Education (RME) approach that takes into account the local conditions (culture, environment, or context) shows that students are no longer afraid to express their ideas, dare to provide different problem solving with their peers, and grow their creativity in solving a problem collaboratively (Fernandes, Farida, Fitria, Fauzan, & Nelvyarni, 2018;Fitriani, Suryadi, & Darhim, 2018;Susanti & Rustam, 2018). The determinants of mathematics learning outcomes are analogical skills and attitude or affective factors.…”

Section: Introductionmentioning

confidence: 99%

The Use of Realistic Mathematics Education (RME) in Improving Mathematical Analogical Ability and Habits of Mind

Farida

Hartatiana

Joemsittiprasert

2019

ajpm

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The purposesof this study are to see whether there are differences in mathematical analogical abilities between the class that was taught using Realistic Mathematics Education (RME) and class that was taught using expository learning, to see whether there are differences in mathematical analogical abilities of students who have high, medium, low habits of mind taught using Realistic Mathematics Education Learning (RME), and to see whether there is an interaction between the use of Realistic Mathematics Education Learning (RME) on habits of mindand students' mathematical analogical abilities. This research is experimental, specifically thequasiexperimental design. The two-way ANOVA was used to analyze the data. Based on the results of the study, it can be concluded that: 1) there are differences in mathematical analogical abilities between the class that was taught using Realistic Mathematics Education (RME) and class that was taught using expository learning; 2) there are differences in mathematical analogical abilities of students who have high, medium, lowhabits of mind taught using Realistic Mathematics Education Learning (RME); 3) there is no interaction between the use of Realistic Mathematics Education Learning (RME)on the habits of mind and students' mathematical analogical abilities.

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“…Based on the findings of hypothesis testing indicates that there is an effect of aptitude therapy influencing (ATI) learning style with task learning approaches and placed on students' mathematical reasoning abilities. Susanti & Rustam (2018) research data analysis obtained this as follows: (1). Students' mathematical reasoning skills are found in the lesser category after studying with the RME, PBL and Direct students 'learning models' mathematical reasoning skills are in the appropriate category before being taught with RME, PBL, and direct studying models.…”

Section: Resultsmentioning

confidence: 99%

Classification of Student Reasoning Skills in Solving Mathematics Problems in Elementary School

Sulianto¹,

Sunardi²,

Anitah³

et al. 2020

j. pendidik. indonesia.

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The purpose of this study was to describe the classification of students' reasoning abilities in solving mathematical problems in elementary schools. The focus of this study is the classification of students' reasoning abilities in solving mathematical problems in the elementary schools of the city of Semarang. This study uses a qualitative approach. The Research subject is elementary school students at Tambakrejo Elementary School Semarang. Data is taken using tests. Based on data analysis, the reasoning classification is as follows: 36.25% understand the meaning in low categories, 37.5% think logically in low categories, 31.1% understand negative examples in low categories, 17.05% think deductions in very low category, 18.15% think systematically in very low categories, 31.65% think consistently in low category, 34.85% make excuses and determine strategies in low category, 49.85% determine method in low category, and 24.3% draw conclusions in low category. Thus the reasoning ability of students is low, students have not been able to think logically to make connections between empirical facts and the problems faced so they are not able to draw conclusions, students have not been able to do the thinking process to make arguments so that new statements are based on facts, it is necessary to develop learning models to improve mathematical reasoning of elementary school students

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The Effectiveness of Learning Models Realistic Mathematics Education and Problem Based Learning Toward Mathematical Reasoning Skills at Students of Junior High School

Cited by 14 publications

References 0 publications

Problem-based learning dalam pembelajaran matematika: Upaya guru untuk meningkatkan minat dan prestasi belajar siswa

Problem-based learning dalam pembelajaran matematika: Upaya guru untuk meningkatkan minat dan prestasi belajar siswa

The Use of Realistic Mathematics Education (RME) in Improving Mathematical Analogical Ability and Habits of Mind

Classification of Student Reasoning Skills in Solving Mathematics Problems in Elementary School

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