The Effect of RME on Mathematics Learning Outcomes Viewed Mathematic Communication Skills

Year 2020, Volume: 5 Issue: 1, 43 - 53, 01.01.2020

Ningrum Reni Astuti Gunarhadi . Mintasih .

https://doi.org/10.24331/ijere.650864

Cited By: 3

Abstract

This study aims to determine whether or not arethere 1) differences in mathematics learning outcomes between students who take learning with the Realistic Mathematic Education (RME) approach and students who take learning with Scientific models; 2) differences in mathematics learning outcomes between students who have high, medium, and low mathematical communication skills; 3) the interaction between the learning models used with mathematical communication skills in improving mathematics learning outcomes. This research is an experimental research with a 2x3 factorial design, with a population of all grade 3 students at the Kalam Kudus Christian Elementary School in 2017/2018 Academic Year. Samples from this study were 50 students taken with the Simple Random Sampling technique, each taken 25 people for the experimental group and 25 people for the control group. Results of this study 1) Mathematics learning outcomes of students who take lessons with the RME approach are better than those who follow learning with Scientific approaches. 2) There are differences in mathematics learning outcomes between students who have high, medium, and low mathematical communication skills. 3) There is no interaction between learning models with mathematical communication skills in improving mathematics learning outcomes.

Keywords

Mathematics; realistic mathematic education; scientific; mathematical communication skills

References

• Cai Jinfa & Patricia. (2000). Fostering mathematical thinking through multiple solutions. MathematicsTeachingin theMiddle School (MTMS). Volume 5 No 8 April .www.nctm.org/ mtms/2000/04/index.htm, Clark, Karen K, dkk. (2005). Strategies for building mathematical communication in the middle school classroom: modeled in professional development, ımplemented in the classroom. Cur r e n t I s s u e s i n M i d d l e L e v e l E d u c a t i o n, 1 1 ( 2 ) , 1 - 1 2. Darsono. (2017). The need textbook writing of children’s story based on character education. International Journal of Educational Research Review, 3(2), 1–8. David K. Pugalle, Barbara Bissell, Corey Lock, Patricia Douville (2003). The mathematics educatioaninto the 21 century Project Proceedings of the InternationalConference The Decidableand the Undecidablein Mathematics Education Brno,CzechRepublic,September .Hal: 238-241. Hartanto (2012). Mengembangkan Kreativitas Siswa Melalui Pembelajaran Matematika Dengan Pendekatan Inkuiri. Jurnal Kependidikan Triadik 14(1):11-18. Martin, P. W. (1996). Code-switching in the primary classroom: One response to the planned and unplanned language environment in Brunei. Journal of Multilingual and Multicultural Development, 17(1-4), 128 – 144. Mulyanto, H., Gunarhadi, Indriayu, M. (2018). The effect of problem based learning model on student mathematics learning outcomes viewed from critical thinking skills. International Journal of Educational Research Review, 3(2),37-45. Ningsih, Seri. (2014). Realistic mathematics education: Model alternatif pembelajaran matematika Sekolah. Jurnal Pendidikan Matematika (JPM), 1(2), 73-94. Nisa, T. F. (2011). Pembelajaran Matematika dengan Setting Model Treffinger Untuk Mengembangkan Kreativitas Siswa. Pedagogia 1(1): 35-50. Noraini, I. (1999, May). Linguistic aspects of mathematics education: How precise do teachers need to be. In Y.P. Leong, M.A. Clements (Eds) (1999). Proceedings of theFourth Annual Conference of the Department of Science and Mathematics Education. Gadong: ETC Universiti Brunei Darussalam Novikasari, I. (2007). Realistic Mathematics Education (RME):Pendekatan Pendidikan Matematika dalam Konsep dan Realitas. Insania 2(1): 93-106. Nurlaelah (2012). Penerapan Model Cooperative Learning Tipe Student Teams Achievement Division (STAD) dalam Meningkatkan Aktivitas Dan Hasil. Purwoko (2013). Meningkatkan Kreativitas dan Prestasi Matematika dengan pendekatan realistics mathematics education (RME) pada Siswa Sekolah Menengah Atas. Penabur 4(5): 1-18. Pourdavood,P.G. & Wachira,P. (2015). Importance of mathematical communication and discourse in secondary classrooms. Global Journal of Science Frontier Research: F Mathematics and Decision Sciences, 15 (10), 9-20. Salleh, R. (2005). Undesirable academic performance in science: Is it because of language? In H.S Dhinsa, I.J. Kyeleve. O. Chukwo & J.S.H.Q Perera (Eds) (2005). Proceedings ofthe 10thannual international conference of the Sultan Hassanal Bolkiah Institute ofEducation (pp. 117 – 125). Gadong: ETC – Universiti Brunei Darussalam. Şimşek, Y. (2017). The evaluation of the application of transported education by teachers. International Journal of Educational Research Review, 2(1), 41–48. DOI: 10.24331/ijere.309972. Supardi. (2008). Peran Berpikir Kreatif dalam Proses Pembelajaran Matematika. Jurnal Formatif 2(3): 248-262. Tarigan, D. Dan Sinaga, E.M. (2015). Perbedaan Hasil Belajar Siswa dalam Pendekatan Realistik dengan Pendekatan Ekspositori pada Mata Pelajaran Matematika Kelas IV SDN 101880 Tanjung Morawa. KREANO: Jurnal Matematika Kreatif dan Inovatif. Vol.6(1):7-11. Umar, W. (2012). Membangun Kemampuan Komunikasi Matematis DalamPembelajaran Matematika. Infinity. Jurnal Ilmiah Program Studi Matematika STKIP Siliwangi Bandung, 1(1). Wijaya, Ariyadi. (2012). “Pendidikan Matematika Realistik”. Graha Ilmu. Yogyakarta. Zubainur, C. M. (2014). How a realistic mathematics educational approach affect students’ activities ın primary schools? Procedia - Social and Behavioral Sciences, 159, 309 – 313