MATH LEARNING LEARNING USING PMRI APPROACH

MATH LEARNING LEARNING USING PMRI APPROACH

 

Arranged by

Baidil ( 060226817210    )

Jeki Gusdinata ( 06022681721008 )

Course: Realistic Mathematics Education

Caregiver Lecturer

Prof. Dr. Zulkardi, M.I.Komp., MSc

Dr. Somakim, M.Pd

Master Program in Mathematics Education

Postgraduate Program of Sriwijaya University

2018

A. Introduction

           One of the characteristics of mathematics is to have an abstract object. This abstract nature causes many students to have difficulty in mathematics. As a result the mathematics achievement of students both nationally and internationally has not been encouraging. Third International Mathematics and Science Study (TIMSS) reports that the average score of Indonesian students 'maths level 8 (level II SMP) is well below the average of international students' math scores and is ranked 34th out of 38 countries (TIMSS, 1999). The low mathematics achievement of students is caused by the factors of students that are experiencing problems comprehensively or widely in mathematics.

           According to Van de Henvel-Panhuizen (2000), when children learn mathematics apart from their daily experience then the child will quickly forget and can not apply math. Based on the above opinion, mathematics learning in the class is emphasized on the interrelation between mathematical concepts with the experience of everyday children. In addition, it is necessary to reapply the mathematical concepts that children have in daily life or in other areas.

           One of mathematics learning that is oriented to mathematize daily experience and apply math in everyday life is Indonesian Realistic Mathematics Education (PMRI) or known as RME (Realistic Matematics Education). The characteristics of PMRI / RME are using the "real world" context. Realistic Mathematical Learning provides an opportunity for students to rediscover and reconstruct mathematical concepts, so that students have a strong understanding of mathematical concepts. Thus, Realistic Mathematics Learning will have a very high contribution to the understanding / understanding of students.

           In junior high school IT Al-Kautsar Lahat learning with PMRI approach still sounds familiar especially in schools in remote areas, for that the author tries to apply PMRI learning using chocolate and pempek lenjer context because both food is a daily food for children. By using LKPD the author tries to help students understanding the fractional material by using that context.

B. Research Methods

           This research method using experimental method by testing the LKPD that has been made. The LKPD trial was conducted at SM IT Al-Kautsar Lahat in grade VIII and IX.

C. Discussion

           The PMRI learning used in this research uses two contexts: brown and pempek lenjer for small group using brown context, while for one to one using pempek lenjer context, LKPD is used as follows:

                                                                                                                                    

Untuk LKPD One to One

A pempek lenjer seller plans to share some pempek lenjerkepada some groups of children like the following picture!

         

Ø  Group 1 numbered 5 people and got Pempek Lenjersebanyak 4 pieces.

Ø  Group 2 numbered 4 people and got Pempek Lenjersebanyak 3 pieces.

Ø  Group 3 numbered 8 people and got Pempek Lenjersebanyak 7 pieces.

Ø  Group 4 number of 5 people and get 3 pieces of Lengens.

1. Determine the size of Pempek Lenjeryang obtained by each child in each group?

 

2. Based on the results of the division of the Pempek Lenjersetiap group, is it a fair share?

 

3. Which group gets the biggest share?

 

4. Which group gets the smallest part?

 

For LKPD Small Group

Student Work Sheet

Subject                   : Mathematics

Class                      : VIII

Material                 : Fractions (comparing fractions)

Context                  : Chocolate

A chocolate maker plans to distribute a few pieces of chocolate to some groups child like the following picture!

Ø  Group 1 is 5 and gets 4 pieces of chocolate.

Ø  Group 2 is 4 and gets 3 pieces of chocolate.

Ø  Group 3 consisted of 8 people and got 7 chocolates.

Ø  Group 4 is 5 and gets 3 pieces of chocolate.

In each group the chocolate will be divided equally.

Question.

1.      Determine the amount of chocolate obtained by each child in each group?

 

2.      Based on the results of each group's chocolate division, is it a fair share?

 

3. Which group gets the biggest share?

 

4.      Which group gets the smallest part?

 

One to one student answers using 3 students with high, medium, and low category, along with student answers

Small group student answers using 3 students with high, medium, and low category, along with student answers

               Fractional learning with PMRI emphasizes students to understand the concept of fractions through a realistic approach, so that students do not see a fraction is merely a mere number. Students know that fractions are part of a whole whole. Learning activities involve active students to discover and construct concepts that are learning objectives. Actual activity is done directly by the students with the guidance of the teacher.

               In SM IT Al-kautsar lahat, PMRI-based learning is a novelty, but PMRI learning using brown and pempek lenjer context proved to make students more active and able to solve problems in fractional content.

C. Conclusions

               PMRI learning has a good impact in mathematics learning because it can involve students directly solving problems using mathematics. In addition learning becomes more meaningful.