The Effect of The Realistic Mathematics Education (RME) Approach and The Initial Ability of Students on The Ability of Student Mathematical Connection
DOI:
https://doi.org/10.29103/ijevs.v1i3.2117Keywords:
Realistic Mathematics Education (RME), Initial Capability, Connection Mathematics.Abstract
This study aims to determine the effect of the Realistic Mathematics Education (RME) approach and students' initial ability to mathematical connection skills of students in grade III of elementary school. The method used is the experimental method with 2x2 treatment by level design with 30 samples. Data analysis using two-way analysis of variance and followed by the Tukey test for the significance level α = 0.05. Test the normality of the data using the Lilliefors test and homogeneity test using the Bartlett test. The results of the study show that: 1). Mathematical connection skills in students taught by the Realistic Mathematics Education (RME) approach are higher than students taught by conventional approaches. 2). There is an interaction between the use of the learning approach and the students 'initial ability to students' mathematical connection skills. 3).Ability of mathematical connection of elementary school students between students who study using the Realistic Mathematics Education (RME) approach that has a high initial ability higher than students who learn by using a conventional approach that has high initial abilities. 4) The mathematical connection ability of elementary school students between students who study with the Realistic Mathematics Education (RME) approach that has low initial abilities is higher than students who learn with conventional approaches that have low initial abilities.
References
Andriani Melly. (2008). Matematika sebagai Bahasa. Jurnal At-Tarbawi, Vol.7 Sukoharjo: STAIN (1). 70-90.
Carey. L. W. Dick. (2005). The Systematic Design of Instructional Third Boston: Pearson. h.6
Darma Nyoman. Sadra I Wayan dan Sariyasa. (2013). Pendidikan Matematika Realistik Terhadap Pemahaman Konsep dan Daya Matematika Ditinjau Dari Pengetahuan Awal Siswa SMP Nasional Plus Jembatan Budaya. E Journal, Volume 2. Program Pascasarjana Universitas Pendidikan Program Studi Pendidikan Matematika. (2).2-25.
Darwyan Syah. (2009). Strategi Belajar Mengajar. Jakarta: Diadit Media. h.19
Gora Winastwan dan Sunarto. (2010). Pakematik Strategi Pembelajaran Inovatif Berbasis TIK. Jakarta: Elex Media Komputindo.h.50
Hamzah B. Uno. 2011. Perencanaan pembelajaran. Jakarta: PT. Bumi Aksara.h.120
Karunia Eka Lestari dan Mokhammad Ridwan Yudhanegara. (2015). Penelitian Pendidikan
Matematika. Bandung: Refika Aditama.h.15-16.
Kenedi Ary Kiswanto. (2018) Kemampuan Koneksi Matematis Siswa Sekolah Dasar Dalam Memecahkan Masalah Matematika. Jurnal Numeracy Vol.5 (2) Universitas Negeri Padang.231-145.
Kurino Yeni Dwi. (2017). Penerapan Realistic Mathematic Education Dalam Meningkatkan Hasil Belajar Siswa Kelas V Pada Materi Volume Bangun Ruang Di Sekolah Dasar. Jurnal Cakrawala Pendas. Vol. 3 No.2. p-ISSN: 2442-7470 e-ISSN: 2579-4442.45-47.
Ningsih Seri. (2014). Realistic Mathematics Education (RME) Model Alternatif Pembelajaran Matematika Sekolah. Jurnal JPM IAIN Antasari. Vol. 01 (2). 7-23.
Novitasari Dian. (2016). Pengaruh Penggunaan Multimedia Interaktif terhadap Kemampuan Pemahaman Konsep Matetamtis Siswa. Jurnal Pendidikan Matematika & Matematika. Universitas Muhammadiyah Tangerang: Voleme 2 (2).1-13.
Marhamah, Zulkardi, dan Aisyah Nyimas. (2011). Pengembangan Materi Ajar Pecahan dengan Pendekatan PMRI Di SD Negeri 21 Palembang. Jurnal Pendidikan Matematika. Volume 5 (2).15-18.
PISA. Programme for Internasional Student Assessment (2015) Result: Excellence And Equity In Education. Volume 1. Paris: OECD publishing 2016.h.205.
Razak Firdha. 2017 Hubungan Kemampuan Awal Terhadap Kemampuan Berfikir Kritis Matematika Pada Siswa Kelas VII SMP Pesantren Immim Putri Minasatene. Jurnal Mosharafa, Volume 6 Nomor 1. P ISSN:4280; e-ISSN: 2527-8827 Pendidikan Matematika. STKIP Andi Matappa. 2-16
Saragih Sahat. (2006). Menumbuh Kembangkan Berfikir Logis dan Sikap Posotif Terhadap Matematiaka Melalui Pendekatan Matematika Realistik. Jurnal Pendidikan Dan Kebudayaan.559-568.
Siti Nuraini Erna. Irawati Riana dan Julia. (2016). Pengaruh Pendekatan Realistic Mathematics Education (RME) Terhadap Kemampuan Pemahaman Matematis Dan Kepercayaan Diri Siswa Pada Materi Menyederhanakan Pecahan. Jurnal Pena Ilmiah. Vol. 1. (1) Program Studi PGSD UPI Sumedang. 11-25.
Sugiman. (2008). Koneksi Matematika Dalam Pembelajaran Matematika Di Sekolah
Menengah Pertama. Jurnal UNY Yogyakarta. (1).40-50.
TIMSS. Highlights from TIMSS (2015). Mathematics and Science Achievement of U.S. Fourth-and Eighth-Grade Students in an International Context. Washington. DC: U.S. Department of Education.h.165.
Trianto. (2007). Model-Model Pembelajaran Inovatif Berorientasi Konstruktivistik. Jakarta: Prestasi Pustaka.h.35-40.
Utari Sumarmo. (2012). Bahan Ajar Mata Kuliah Proses Berpikir Matematik Program S2 Pendidikan Matematika. Bandung :STKIP Siliwangi.h.10.
Wahyudi. (2016). The Development of Realistic Mathematics Education (RME) Model for the Improvement of Mathematics Learnings of Primary Teacher Education Program (PGSD) Students of Teacher Training and Education Faculty (FKIP) of Sebelas Maret University in Kebumen. Proceeding The 2nd International Conference On Teacher Training and Education Sebelas Maret University. Volume 2. (1). ISSN: 25002 - 4124.
Widarti Arif. (2008) Kemampuan Koneksi Matematis Dalam Menyelesaikan Masalah Kontekstual Ditinjau dari Kemampuan Matematis Siswa. Jurnal STKIP PGRI Jombang. (1).255-230.
Downloads
Published
Issue
Section
License
Please find the rights and licenses in International Journal for Educational and Vocational Studies (IJEVS)
1. License
The article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-ShareAlike 4.0 International License.
2. Authors Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
IJEVS's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, IJEVS permits users to copy, distribute, display, and perform the work. Users will also need to attribute authors and IJEVS on distributing works in the journal.
4. Rights of Authors
Authors retain the following rights:
- Copyright, and other proprietary rights relating to the article, such as patent rights,
- The right to use the substance of the article in future own works, including lectures and books,
- The right to self-archive the article,
- the right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal (International Journal for Educational and Vocational Studies).
5. Co-Authorship
If the article was jointly prepared by other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.
6. Termination
This agreement can be terminated by the author or IJEVS upon two months notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating partys notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of IJEVS.
7. Royalties
This agreement entitles the author to no royalties or other fees. To such extent as legally permissible, the author waives his or her right to collect royalties relative to the article in respect of any use of the article by IJEVS or its sublicensee.
8. Miscellaneous
IJEVS will publish the article (or have it published) in the journal if the articles editorial process is successfully completed and IJEVS or its sublicensee has become obligated to have the article published. IJEVS may conform the article to a style of punctuation, spelling, capitalization, referencing and usage that it deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers.