REALISTIC MATHEMATICS EDUCATION
MODEL
Arranged To Fulfill Innovation Mathematics
Learning assignment
by
Yossy
Krismawardani (11310183)
Nurul
Inayah (11310272)
Class 3I
MATHEMATICS EDUCATION DEPARTMENT
FACULTY OF MATHEMATICS AND
SCIENCE EDUCATION
IKIP PGRI
SEMARANG
CHAPTER
I
INTRODUCTION
A. Problem Background
Education
is one of the efforts to develop and improve qualified human resources, as
suggested by Naisbitt (in Tilaar, 2002:116) "Education and training must
be a major priority; they are the keys to maintaining competitiveness ".
Based on research conducted Son (2007:15), one an effort that can be done to
improve the human resource is improve the quality of education that focuses on
developing the ability to think students. Meanwhile, critical thinking,
creative, systematic and logical can be developed through mathematics
education. It is very possible because mathematics has structure with a strong
and clear linkages with each other and mindset consistent (Depdiknas, 2003).
One characteristic of mathematics is posted have abstract objects. This
abstract nature causes many students experience difficulties in mathematics.
Mathematics achievement of students both nationally and international not
encouraging.
One
cause of low student math achievement is mathematics learning because students
have not significantly, so that students' understanding concept is very weak.
Jenning and Dunne (1999) said that, most students difficulties in applying
mathematics to real life situations. Teachers in the classroom learning does
not associate with a scheme that has been owned by the students and the
students are given the opportunity to rediscover and
construct
their own mathematical ideas. Linking real life experience of children the
mathematical ideas in the classroom is important for learning significant
(Soedjadi, 2000; Price, 1996; Zamroni, 2000). According to Van de
Henvel-Panhuizen (2000), when children learn mathematics apart from their
everyday experiences, children will quickly forget and can not apply
mathematics. Teaching and learning process generally take the class where the
teacher interacts with students, it can be ascertained that the success of the
learning process is very dependent on what is done and what model is used by
teachers as Sukmadinata opinion (2004: 194) which states that "no matter
how good the curriculum (official) results are very depends on what teachers do
in the classroom (actual) ". One model oriented mathematics learning
mathematics everyday experience (mathematize of everyday experience) and apply
mathematics in everyday life today is learning Realistic Mathematics (RME).
Learning first RME developed and implemented in the Netherlands and is
considered very successfully to develop students' understanding and ability to
think.
B. Problem Formulation
1.
What is the definition of RME learning model?
2.
What is the characteristics of RME learning model?
3.
How are the steps in the RME
learning model?
4.
What are the advantages and disadvantages of RME learning
model?
C. Papers Purpose
For insight increase and realize in detail about Realistic
Mathematics Education model.
CHAPTER II
DISCUSSION
A. Realistic Mathematics Education
(RME) model
According Zainurie (2007) realistic
mathematics is school mathematics performed by placing the realities and
experiences of students as a starting point of learning. Realistic problems are
used as the source of the emergence of mathematical concepts or formal
mathematical knowledge. Realistic mathematics learning in the class-oriented on
characteristics of Realistic Mathematics Education (RME), so students have the
opportunity to reinvent math concepts or formal mathematical knowledge.
Furthermore, students are given the opportunity to apply mathematical concepts
to solve everyday problems or problems in other subject.
Realistic Mathematics
Education (RME) is a theory of teaching and learning in mathematics education.
RME theory was first introduced and developed in the Netherlands in 1970 by
Freudenthal institutes. This theory refers to the opinion Freudenthal (in
Zainurie, 2007) which says that mathematics should be related to reality and
mathematics is a human activity. This means that mathematics should be close to
the child and relevant with real life everyday.
In learning through realistic
approaches, the strategies of student information develop when they solve
problems in usual situations that have been mastered, and the circumstances
that maked the starting point of learning realistic approach. Realistic
Mathematics Education (RME) was also given a sense of "how to teach by
providing opportunities for students to investigate and understand mathematical
concepts through a problem in a real situation." (Megawati, 2003: 4). It
is intended that learning meaningful for students.
Soedjadi (2001: 2) argues
that learning realistic mathematics is essentially realistic utilization and
environmental which understood by students to facilitate the learning of
mathematics, thereby achieving the goal of mathematics education is better than
in the past. What is meant the reality is the real things that can be observed
or understood by learners, while is the environment is the environment where
learners are well within the school, families, and communities to understand
the learner. Environment in this case is called everyday life. So it can be
said that the Realistic Mathematics Education (RME) is an approach learning
that uses everyday problems as a source of inspiration in the creation of
concepts and apply these concepts or can be said a math learning based on real
things or real for students and refer the social constructivist.
According
Gravemenijer (1994:90) that the principles of realistic mathematics learning
is:
a.
Guided discovery and progressive
math (guided reinvention and progressive mathematizing).
Through the presented topic, students
should be given the opportunity to undergo the same process as math concepts
found. This is done by providing contextual issues that have a variety of
possible solutions, followed by mathematics. The learning process is set in
such a way that students find their own concepts or results (Fauzan, 2001: 2).
b. Phenomena
that are educational (didactical phenomenology)
This
principle emphasizes the importance of contextual issues to introduce math
topics to students.
c. Developing
models (self developed models)
While
working on contextual problems students develop their own models. The models
are expected to change and lead to a better form that leads to the formal
mathematical knowledge, so expect the following sequence occurs
"contextual problems" → "model of the contextual issues" →
"model towards a formal" → "formal knowledge" (Soedjadi,
2001: 4)
According
to Treffers (in Zainure, 2007: no page) The characteristicsof RME :
1. Using
a real-world context, bridging the mathematical concepts with everyday
experience of children. Meaning in mathematics learning environments realistic
daily or knowledge that the student may be used as part of a contextual
learning materials for students.
2. Using
models, which emphasizes the informal resolution prior to using formal methods
or formulas.
3. Using
the production and construction, by making free production students are
encouraged to reflect on the part they think is important in the learning
process. Informal strategies of students in the form of contextual
problem-solving procedure is a source of inspiration in constructing formal
mathematical knowledge.
4. Using
interaction, explicit forms of interaction in the form of negotiation,
explanation, justification, agree, disagree, question or reflection is used to
achieve a formal form of informal forms of students.
5. Using the related,
structure and mathematical concepts are interrelated, and therefore the
relationship the integrated between
the topic (unit of study) should be
explored to support the learning process
meaningful.
B. Steps Realistic Mathematics
Learning
Based
on the characteristics of RME as well as taking into account the opinion noted
above, it can be prepared a step-by-step learning approach that RME is used, as
follows:
Step 1: Understand the contextual
issues
The
teacher provides contextual issues in everyday life to students and ask the
students to understand the issues, and to provide the opportunity for students
to ask for an issue that is not yet understood. Characteristics RM E that
appears in this step is the first characteristics which uses contextual issues
as a starting point in learning, and the interaction of these four
characteristics.
Step 2: Describe the contextual
issues
If
the students have difficulty understanding the problem, the teacher explained
the circumstances of the matter by giving instructions or in the form of
suggestions as needed, limited to specific parts of the problem are not yet
understood.
Step 3: Solve the problem
Students
describe the contextual issues, interpretations of existing mathematical
aspects of the problem in question, and think about problem-solving strategies.
Furthermore, students work to solve the problem in its own way based on its
prior knowledge, making possible the settlement of differences with each the
other student .Guru observing, motivate, and provide limited guidance, so that
students can obtain the settlement issue. RME characteristics that appear in
this step is to use the characteristics of both models.
Step 4: Compare the answers
Teacher
asks students to form groups to work together to discuss the solution of
problems that have been solved individually (negotiation, compare, and
discuss). Teachers observe student activities, and provide assistance if
needed. Characteristics PMR appears that the interaction
Step 5: Conclude
From
the discussion, the class, the teacher directs students to deduce a formula
concepts / principles of the topic being studied. RME characteristics that
appear in this step is the interaction between students and teachers.
C. The Advantages and Disadvantages of
Learning
Some
advantages of realistic mathematics learning include:
1. Lessons
to be pleasing to the students and did not seem tense.
2. The
material can be easily understood by students.
3. Props
are objects that are around, so it is easy to get.
4. Teachers
are challenged to learn the material.
5. Teachers become more creative in making props.
6. There
are relevance and usefulness of mathematics in everyday life.
7. Students
find their own mathematical concepts with the help of teachers.
Some
disadvantages of realistic mathematics learning among other things :
1. Difficult
to apply in a large class.
2. It
takes a long time in the learning process.
3. Efforts
to implement RME requires a very fundamental about the various things that are not easy to put into practice.
4. Implementation
issues are eligible RME is not always easy for every topic that needs to be studied mathematics students.
CHAPTER III
CLOSED
A. Conclusion
Based on the description above, then the conclusion
can be delivered a few things. Math is realistic school mathematics performed
by placing the realities and experiences of students as a starting point of
learning. Furthermore, students are given the opportunity to apply mathematical
concepts to solve everyday problems or problems in other fields. In other
words, learning oriented mathematics realistic matematisasi everyday
experiences and apply mathematics in everyday life, so that students learn the
meaning (sense).
Realistic mathematics learning centered learning,
while teachers only as a facilitator and motivator, so it requires a different
paradigm of how students learn, how teachers teach and what is learned by
students with math learning paradigm for this. Therefore, changes in the
perception of teachers about teaching needs to be done if you want to implement
a realistic mathematics learning.
B.
Suggestion
In
accordance with the conclusions above, it is recommended:
1. The
experts or lovers of mathematics education to conduct research oriented
mathematics learning of social realism in accordance with Indonesian culture.
2. Mathematics
teachers to try pengimplementasikan realistic mathematics learning in stages,
for example, began by providing realistic problems to motivate student
expression.
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