• https://theoejwilson.com/
  • santuy4d
  • mariatogel
  • santuy4d
  • garuda slot
  • garudaslot
  • https://edujournals.net/
  • nadimtogel
  • https://mitrasehatjurnal.com/
  • slot gacor hari ini
  • g200m
  • https://perpustakaan.stpreinha.ac.id/mahasiswa/
  • https://www.lml.stpreinha.ac.id/lab/
  • https://cursosvirtuales.icip.edu.pe/nice/
  • slot resmi
    • IMPROVING THE REASONING ABILITY OF ELEMENTARY SCHOOL STUDENT THROUGH THE INDONESIAN REALISTIC MATHEMATICS EDUCATION | Ginting | Journal on Mathematics Education

    IMPROVING THE REASONING ABILITY OF ELEMENTARY SCHOOL STUDENT THROUGH THE INDONESIAN REALISTIC MATHEMATICS EDUCATION

    Muhamad Saleh Ginting, Rully Charitas Indra Prahmana, Muhammad Isa, Murni Murni

    Abstract


    By taking the role as a mentor and a facilitator, a teacher in the 4th grade of elementary school needs to look at the condition of the students in the concrete thinking stage. Learning process needs to be adjusted such that the abstract objects in mathematics can be represented through concrete objects as a bridge to enter the knowledge that the students already had, especially for the material of fraction. This research aims to analyze the achievement and the improvement of students’ mathematics reasoning ability through the implementation of Indonesian realistic mathematics education (PMRI) approach. The research subject consisted of 51 students in the experiment group and 45 students in the control group which categorized into three levels (low, intermediate, and high). The result suggests that the achievement and the improvement of students’ reasoning ability in the mathematics learning using PMRI approach are better than the conventional learning.

    DOI: http://dx.doi.org/10.22342/jme.9.1.5049.41-54


    Keywords


    Realistic, Mathematics Education, Fraction, Reasoning, Elementary School

    Full Text:

    PDF

    References


    Brown, G., & Quinn, R.J. (2007). Investigating the Relationship Between Fraction Proficiency and Success in Algebra. The Australian Association of Mathematics Teachers, 63(4), 8-15.

    Dahar, R.W. (1988). Teori-Teori Belajar. Jakarta: Dirjen Dikti.

    Julie, H., Suwarsono, Juniati, D. (2013). The First Cycle of Developing Teaching Materials For Fractions in Grade Five Using Realistic Mathematics Education. Journal on Mathematics Education, 4(2), 172-187.

    Koenig, G. (2007). Orchard Software and The NCTM Principles and Standards for School Mathematics. Reston: Siboney Learning Group.

    Li, Y., & Smith, D. (2007). Prospective Middle School Teachers’ Knowledge In Mathematics And Pedagogy For Teaching – The Case Of Fraction Division. In Woo, J. H., Lew, H. C., Park, K. S. & Seo, D. Y. (Eds.). Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, 3, 185-192. Seoul: PME. Texas A&M University, U.S.A. Available at http://www.emis.de/proceedings/PME31/3/185.pdf.

    Morge, S.P. (2011). Helping Children Understand Fraction Concepts Using Various Contexts and Interpretations. Journal Childhood Education, 87(4).

    Naiser, E. A., Wright, W. E., & Capraro, R. M. (2003). Teaching fractions: Strategies used for teaching fractions to middle grades students. Journal of Research in Childhood Education, 18(3), 193-198.

    PMRI TEAM. (2010). Introduction to Realistic Mathematics Education. Yogyakarta: SEAMEO Regional Centre for QITEP in Mathematics.

    Sumarmo, U. (2014). Berfikir dan Disposisi Matematika Serta Pembelajarannya. In Jurusan Matematika FPMIPA. Kumpulan Makalah. Bandung: Universitas Pendidikan Indonesia.

    Sumirattana, S., Makanong, A., & Thipkong, S. (2017). Using realistic mathematics education and the DAPIC problem-solving process to enhance secondary school students' mathematical literacy. Kasetsart Journal of Social Sciences, 38(3), 307-315.

    Suparno. (1997). Filsafat Konstruktivis dalam Pendidikan (5th ed.). Yogyakarta: Kanisius.

    Swanson, D., & Williams, J. (2014). Making abstract mathematics concrete in and out of school. Educational Studies in Mathematics, 86(2), 193-209.

    Syamsuri, S., Purwanto, P., Subanji, S., & Irawati, S. (2017). Using APOS Theory Framework: Why Did Students Unable To Construct A Formal Proof?. International Journal on Emerging Mathematics Education, 1(2), 135-146.

    Treffers, A. (1987). Three Dimensions. A Model of Goal and Theory Description in Mathematics Instruction-The Wiskobas Project. Dordrecht, The Netherlands: Reidel Publishing Company.

    Wahyu, K., Amin, S. M., & Lukito, A. (2017). Motivation cards to support students’understanding on fraction division. International Journal on Emerging Mathematics Education, 1(1), 99-120.

    Wang,G., Zhang, J., & Zhou, J. (2013). Characteristics of Efficiency of Mathematical Instructional Behavior. Journal of Mathematics Education, 6(1), 56-59.

    Westenskow, A. (2012). Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives. Published Dissertation. Logan: Utah State University.




    DOI: https://doi.org/10.22342/jme.9.1.5049.41-54

    Refbacks

    • There are currently no refbacks.




    Journal on Mathematics Education
    Doctoral Program on Mathematics Education
    Faculty of Teacher Training and Education, Universitas Sriwijaya
    Kampus FKIP Bukit Besar
    Jl. Srijaya Negara, Bukit Besar
    Palembang - 30139
    email: jme@unsri.ac.id
    p-ISSN: 2087-8885 | e-ISSN: 2407-0610

    Creative Commons License
    Journal on Mathematics Education (JME) is licensed under a Creative Commons Attribution 4.0 International License.


    View My Stats