The First Cycle of Developing Teaching Materials for Fractions in Grade Five Using Realistic Mathematics Education

Julie, Hongki; Suwarsono, St.; Juniati, Dwi

doi:10.22342/jme.4.2.415.172-187

Cited by 10 publications

(12 citation statements)

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“…Teachers must find a variety of strategies to use in the classroom for teaching fractions. The same statement was reported that "the teacher said that one of the topics in grade five that is difficult to be understood by fifth grade students is fractions (Julie, Suwarsono, & Juniati, 2013). Furthermore, Li & Smith (2007) reports that a design of learning fraction for teacher to implement the learning is needed.…”

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confidence: 96%

Improving the Reasoning Ability of Elementary School Student through the Indonesian Realistic Mathematics Education

et al. 2017

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By taking the role as a mentor and a facilitator, a teacher in the 4 th grade of elementary school needs to look at the condition of the students in the concrete thinking stage. Learning process needs to be adjusted such that the abstract objects in mathematics can be represented through concrete objects as a bridge to enter the knowledge that the students already had, especially for the material of fraction. This research aims to analyze the achievement and the improvement of students' mathematics reasoning ability through the implementation of Indonesian realistic mathematics education (PMRI) approach. The research subject consisted of 51 students in the experiment group and 45 students in the control group which categorized into three levels (low, intermediate, and high). The result suggests that the achievement and the improvement of students' reasoning ability in the mathematics learning using PMRI approach are better than the conventional learning. AbstrakSebagai pembimbing sekaligus fasilitator, seorang guru di kelas 4 sekolah dasar perlu memperhatikan kondisi para siswanya yang berada pada taraf berfikir konkret. Proses belajar perlu disesuaikan sehingga objek abstrak pada matematika dapat "direpresentasikan" melalui benda konkret sebagai jembatan memasuki pengetahuan yang telah dimiliki siswa, khususnya terhadap materi pecahan. Penelitian ini bertujuan untuk mengkaji pencapaian dan peningkatan kemampuan penalaran matematika (KPM) siswa melalui penerapan pendekatan pembelajaran pendidikan matematika realistik Indonesia (PMRI). Subjek penelitian terdiri dari 51orang kelas eksperimen dan 45 orang kelas kontrol yang terbagi menjadi tiga level (rendah, sedang dan tinggi). Hasil penelitian menunjukkan pencapaian dan peningkatan KPM siswa pada pembelajaran matematika dengan pendekatan PMRI lebih baik dari pembelajaran konvensional.

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confidence: 96%

Improving the Reasoning Ability of Elementary School Student through the Indonesian Realistic Mathematics Education

et al. 2017

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“…Pada langkah pertama ini, siswa sudah mulai melakukan kegiatan mengonstruk pemahamannya melalui penyampaian ide atau gagasan. Penerapan pembelajaran diawali masalah kontekstual sesuai dengan karakteristik RME, yaitu the use of context yang berarti siswa belajar dari masalah yang dekat dan dikenal siswa, sehingga terjadi proses kontruktif, Gravemeijer (Juli, Suwarsono, & Juniati, 2016). Pembelajaran dengan diawali masalah kontekstual yaitu konteks sesuai pengalaman siswa dapat mengurangi rasa takut siswa dalam pembelajaran matematika.…”

Section: Gambar 3 Diagram Peningkatan Kemampuan Berpikir Kritis Siswa Siklus Iunclassified

Kemampuan Berpikir Kritis Siswa Melalui Penerapan Pendekatan Realistic Mathematics Education Berbantuan Media Manipulatif Origami

Amalia

Subanji

Untari

2019

Jur.Pend.Teo.Pen.Peng.

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Abstract: This classroom action research aims to describe the success of the RME approach assisted by origami manipulative media to improve the critical thinking skills of VA class students at SDN 1 Patrang Jember. The study was conducted in two cycles. The research subjects were VA class students. Based on research in the first cycle showed that: (1) learning by teachers reached 89.7% and by students reached 88.5% (2) students' critical thinking skills reached 76.8%. The data in the first cycle have not yet reached the criteria for success of the action, so that improvements are made to the second cycle. In the second cycle showed that (1) teacher learning reached 95.9% and by students reached 93.2%, (2) students' critical thinking skills reached 88.9%. So it can be concluded that the RME approach assisted by origami manipulative media can improve students' critical thinking skills.Abstrak: Penelitian tindakan kelas ini bertujuan untuk mendeskripsikan keberhasilan pendekatan RME berbantuan media manipulatif origami meningkatkan kemampuan berpikir kritis siswa kelas VA SDN 1 Patrang Jember. Penelitian dilaksanakan dua siklus. Subjek penelitian yaitu siswa kelas VA. Berdasarkan penelitian siklus I menunjukkan bahwa (1) pembelajaran oleh guru mencapai 89,7% dan oleh siswa mencapai 88,5% (2) kemampuan berpikir kritis siswa mencapai 76,8%. Data siklus I tidak mencapai kriteria tindakan yang berhasil, sehingga dilaksanakan perbaikan dalam siklus II. Data siklus II menunjukkan (1) pembelajaran guru mencapai 95,9% dan oleh siswa mencapai 93,2%, (2) kemampuan. berpikir kritis siswa mencapai 88,9%. Dapat disimpulkan bahwa pendekatan RME berbantuan media manipulatif origami mampu meningkatkan kemampuan berpikir kritis siswa.

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“…With these things, the method used in teaching trigonometric concepts must prioritize the meaningfulness of learning, where students do not memorize concepts, do not understand concepts. In addition, [6] suggests that students be given information by the teacher indirectly, but plan learning activities that result in the formation of formal knowledge of mathematics built on students' understanding of mathematical concepts. Trigonometric concepts that are given and taught by the teacher to students by memorizing can add to the cognitive burden on students [7].…”

Section: Introductionmentioning

confidence: 99%

Development of Trigonometry Teaching Materials with Knisley Mathematical Models

Sari¹,

Nurfauziah²

2019

Proceedings of the International Conference of Science and Technology for the Internet of Things

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The aim of this study was to develop trigonometric teaching materials with a knisley mathematical model. The development of teaching materials for the knisley mathematical model includes three stages, namely preliminary design, design experiment, restrospective analysis. Furthermore, the teaching material was reviewed by three validators. Based on the results of the analysis of the validity of trigonometric teaching materials with a mathematical model, it can be concluded that teaching materials are categorized into clear categories and can be applied in learning activities.

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The First Cycle of Developing Teaching Materials for Fractions in Grade Five Using Realistic Mathematics Education

Cited by 10 publications

References 1 publication

Improving the Reasoning Ability of Elementary School Student through the Indonesian Realistic Mathematics Education

Improving the Reasoning Ability of Elementary School Student through the Indonesian Realistic Mathematics Education

Kemampuan Berpikir Kritis Siswa Melalui Penerapan Pendekatan Realistic Mathematics Education Berbantuan Media Manipulatif Origami

Development of Trigonometry Teaching Materials with Knisley Mathematical Models

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