Desain Lintasan Pembelajaran Pecahan melalui Pendekatan Realistic Mathematics Education

Authors

  • Ekasatya Aldila Afriansyah STKIP Garut

DOI:

https://doi.org/10.31980/mosharafa.v6i3.468

Keywords:

Pendekatan Realistic Mathematics Education, pecahan, Design research, mahasiswa calon guru, Hypothetical Learning Trajectory, Local Instruction Theory, Realistic Mathematics Education Approach, Fractions, prospective teachers’ students

Abstract

Keberhasilan pendidikan dipengaruhi oleh berbagai pelaku yang terlibat didalamnya, khususnya keefektifan seorang pendidik dalam mengelola lingkungan belajarnya. Peningkatan kualitas pendidikan diperlukan sebagai alat ukur dalam mencapai tingkat keberhasilan pendidikan yang lebih baik. Pada penelitian ini, peneliti memiliki tujuan untuk meningkatkan kualitas pendidikan matematika melalui masukan desain pembelajaran yang dapat digunakan oleh pendidik. Peningkatan ini pun urgen diperlukan untuk meningkatkan kemampuan peserta didik Indonesia karena dalam beberapa ajang tes matematika skala internasional, peserta didik Indonesia di level tertentu masih memberikan hasil yang kurang baik. Pendekatan Realistic Mathematics Education (RME) dijadikan sebagai solusi peningkatan kualitas peserta didik. RME mendasari desain dari seluruh konteks dan kegiatan pembelajaran. Design research dipilih sebagai sarana yang tepat untuk mencapai tujuan; dilakukan dalam tiga tahap, desain pendahuluan, percobaan mengajar, dan analisis retrospektif. Penelitian ini melibatkan 6-8 mahasiswa calon guru pada siklus pertama dan 30-40 mahasiswa calon guru pada siklus kedua bertempat di STKIP Garut. Hasil penelitian ini dapat menunjukkan bahwa serangkaian kegiatan pembelajaran RME dapat membuat mahasiswa calon guru tidak lagi keliru dalam memahami topik pecahan secara detail.

The successes of education is influenced by the various factors involved in it, especially the effectiveness of an educator in managing his learning environment. Improving the quality of education is needed as a measuring tool in achieving a better level of educational successes. In this study, researchers have a goal to improve the quality of mathematics education through instructional design input that can be used by educators. This improvement is also urgent to improve the ability of Indonesian students because in some international scale mathematical tests, Indonesian students at medium level still give unfavorable results. Realistic Mathematics Education (RME) Approach serves as a solution to improve the quality of learners. RME underlies the design of all contexts and learning activities. Design research is chosen as an appropriate means to achieve the goal; conducted in three stages, preliminary design, teaching experiments, and retrospective analysis. This study involved 6-8 prospective teacher students in the first cycle and 30-40 student prospective teachers in the second cycle housed in STKIP Garut. The results of this study can show that a series of RME learning activities can make prospective students no longer mistaken in understanding the topic of fractions in detail.

References

Afriansyah, E.A. (2012). Design Research: Konsep Nilai Tempat dalam Operasi Penjumlahan Bilangan Desimal di Kelas V Dekolah Dasar. Tesis Magister pada SPS UNSRI-UTRECHT: Tidak diterbitkan.

Bezuk, N., & Cramer, K. (1989). Teaching about fractions: What, when, and how? In P. R. Trafton & A. P. Shutle(Eds.), New directions for elementary school mathematics: 1989 yearbook (pp. 156 – 167). Reston, VA: National Council of Teachers of Mathematics.

Crow dan Crow. (1960). Introduction to Education (New Revised Ed). New York: American Book Company.

Ekawati, R. (2008). Design Research on Fractions. Unpublished Thesis of Freudenthal Institute for Science and Mathematics Education, Faculty of Science. The Netherlands: Utrecht University.

Gravemeijer, K. (2004). Local instructions theory as means of support for teachers in reform mathematics education. Mathematical Thinking and Learning, 6(2), 105-128.

Gravemeijer, K., & Cobb, P. (2006). Design research from the learning design perspective. Educational design research (pp. 17-51). London: Routladge.

Lestiana, H. T. (2014). Promoting Students’ Understanding of The Addition of Fractions. Unpublished Thesis of Freudenthal Institute for Science and Mathematics Education, Faculty of Science. The Netherlands: Utrecht University.

Sari, E. A. P. (2011). Supporting Students’ Development of Early Fraction Learning. Unpublished Thesis of Freudenthal Institute for Science and Mathematics Education, Faculty of Science. The Netherlands: Utrecht University.

Sumarto, S. N. (2013). Design Research on Mathematics Education: Ratio Table in Developing The Students’ Proportional Reasoning. Unpublished Thesis of Freudenthal Institute for Science and Mathematics Education, Faculty of Science. The Netherlands: Utrecht University.

Thompson, G. G., Gardner, E. F., dan Di Vesta, F. J. (1957). Educational Psychology. New York: Appleton-Century-Crofts Inc.

Wirani, W. (2015). Developing a Local Instructional Theory on Ratio and Scale. Unpublished Thesis of Freudenthal Institute for Science and Mathematics Education, Faculty of Science. The Netherlands: Utrecht University.

Downloads

Published

2017-05-30

How to Cite

Afriansyah, E. A. (2017). Desain Lintasan Pembelajaran Pecahan melalui Pendekatan Realistic Mathematics Education. Mosharafa: Jurnal Pendidikan Matematika, 6(3), 463–474. https://doi.org/10.31980/mosharafa.v6i3.468

Issue

Section

Articles

Most read articles by the same author(s)

1 2 > >>