IMPLEMENTATION OF REACT STRATEGY TO DEVELOP MATHEMATICAL REPRESENTATION, REASONING, AND DISPOSITION ABILITY

Delsika Pramata Sari, Darhim Darhim

Abstract


The purpose of this study was to describe how to implement the REACT strategy to develop students’ mathematical representation, reasoning, and disposition ability. This research was a descriptive study with a qualitative approach. The subject of this study was grade 8 junior high school student in Bandung. Data collection techniques in this study with observations, interviews, and documentation. Based on data analysis results, it could be concluded that REACT strategies can be applied to develop a mathematical representation, reasoning, and disposition ability that engages students actively. Implementation of the REACT strategy runs smoothly and gets enthusiastic responses from students. The application of REACT strategies should be undertaken sustainably so that the learning objectives can be achieved by integrating various mathematical skills that were capable.

Keywords


REACT Strategy; Mathematical Representation; Reasoning; Disposition Ability

Full Text:

PDF

References


Almerino Jr, P. M., Etcuban, J. O., De Jose, C. G., & Almerino, J. G. F. (2019). Students’ affective belief as the component in mathematical disposition. International Electronic Journal of Mathematics Education, 14(3), 475-487. https://doi.org/10.29333/iejme/5750.

Anas, A., & A, F. (2018). Implementation of REACT Learning Model in Improving Students' Understanding Concepts [in Bahasa]. Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam, 6(2), 157-166. https://doi.org/10.24256/jpmipa.v6i2.338.

Atallah, F., Bryant, S. L., & Dada, R. (2010). A Research Framework for Studying Conceptions and Dispositions of Mathematics: A Dialogue to Help Students Learn. Research in Higher Education Journal, 7(1), 1-8. Retrieved from https://www.aabri.com/manuscripts/10461.pdf.

Chen, S. C., Yang, S. J., & Hsiao, C. C. (2016). Exploring Student Perceptions, Learning Outcome and Gender Differences in a Flipped Mathematics Course. British Journal of Educational TechnologY, 47(6), 1096-1112. https://doi.org/10.1111/bjet.12278.

CORD. (2019, 5 17). REACTing to Learn: Student Engagement Strategies in Contextual Teaching and Learning . Retrieved from CORD: http://www.cord.org/REACTflyer_website.pdf.

Crawford, M. L. (2001). Teaching Contextually: Research, Rationale, and Techniques for Improving Student Motivation and Achievement in Mathematics and Science. Texas: CCI Publishing, Inc. Retrieved from https://dcmathpathways.org/sites/default/files/resources/2017-03/teaching_contextually.pdf.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for Educational Practice of the Science of Learning and Development. Applied Developmental Science, 1-44. https://doi.org/10.1080/10888691.2018.1537791.

Dreyfus, T. (2002). Advanced mathematical thinking processes. In D. Tall, Advanced Mathematical Thinking (pp. 25-41). Dordrecht: Springer. https://doi.org/10.1007/0-306-47203-1_2.

Furner, J., & Berman, B. (2005). Confidence in Their Ability to Do Mathematics: The Need to Eradicate Math Anxiety So Our Future Students can Successfully Compete in a High-Tech Globally Competitive World. Dimensions in Mathematics, 18(1), 28-31. Retrieved from https://wylafe.ga/page-confidence-in-their-ability-to-do-mathematics-the-need-to-eradicate.pdf.

Genc, M., & Erbas, A. K. (2019). Secondary Mathematics Teachers’ Conceptions of Mathematical Literacy. International Journal of Education in Mathematics, Science and Technology, 7(3), 222-237. https://www.ijemst.net/index.php/ijemst/article/view/611/179.

Harwell, S. H. (2003). Teacher Professional Development: It’s Not an Event, It’s a Process. Texas: CORD. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.111.9200&rep=rep1&type=pdf.

Junedi, B., & Ayu, D. M. (2018). Implementation of Relating, Experiencing, Applying, Cooperating and Transferring (REACT Strategy) to Mathematical Understanding Concepts of Grad VIII Students [in Bahasa]. Journal of Mathematics Education and Science, 3(2), 125-132. https://doi.org/10.30743/mes.v3i2.502.

Kenedi, A. K., Helsa, Y., Ariani, Y., Zainil, M., & Hendri, S. (2019). Mathematical connection of elementary school students to solve mathematical problems. Journal on Mathematics Education, 10(1), 69-80. https://doi.org/10.22342/jme.10.1.5416.69-80.

Kurniasih, A. W. (2012). Scaffolding as an Alternative Effort to Improve Mathematical Critical Thinking Ability [in Bahasa]. Kreano, Jurnal Matematika Kreatif-Inovatif, 3(2), 113-124. https://doi.org/10.15294/kreano.v3i2.2871.

Larkin, K., & Jorgensen, R. (2016). ‘I Hate Maths: Why Do We Need to Do Maths?’Using iPad Video Diaries to Investigate Attitudes and Emotions Towards Mathematics in Year 3 and Year 6 Students. International Journal of Science and Mathematics Education, 14(5), 925-944. https://doi.org/10.1007/s10763-015-9621-x.

Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2018). How does Realistic Mathematics Education (RME) Improve Students’ Mathematics Cognitive Achievement. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 569-578. https://doi.org/10.12973/ejmste/76959.

Muhtadi, D., Wahyudin, Kartasasmita, B.G., & Prahmana, R.C.I. (2018). The integration of technology in teaching mathematics. Journal of Physics: Conference Series, 943(1), 012020. https://doi.org/10.1088/1742-6596/943/1/012020.

Mumu, J., Prahmana, R. C., & Tanujaya, B. (2017). Construction and Reconstruction Concept in Mathematics Instruction. Journal of Physics: Conference Series, 943(1), 012011. https://doi.org/10.1088/1742-6596/943/1/012011.

Muslich, M. (2007). KTSP Basic Understanding and Development [in Bahasa]. Jakarta: Bumi Aksara.

NCTM. (2000). Principles and Standards for School Mathematics. Reston: NCTM. Retrieved from epdf.pub_principles-and-standards-for-school-mathematics.pdf.

Novri, U. S., Zulfah, & Astuti. (2018). The Effect of REACT Strategy (Relating, Experiencing, Applying, Cooperating, Transferring) on Mathematical Understanding Concepts Ability of Class VII Students Grad VII of SMP Negeri 1 Bangkinang [in Bahasa]. Jurnal Cendekia: Jurnal Pendidikan Matematika, 2(2), 81-90. https://doi.org/10.31004/cendekia.v2i2.52.

Nuari, L.F., Prahmana, R.C.I., & Fatmawati, I. (2019). Learning of division operation for mental retardations' student through Math GASING. Journal on Mathematics Education, 10(1), 127-142. https://doi.org/10.22342/jme.10.1.6913.127-142.

OECD. (2003). The PISA 2003 Assessment Framework-Mathematics, Reading, Science and Problem Solving Knowledge and Skills. Paris: OECD. Retrieved from https://www.oecd.org/education/school/programmeforinternationalstudentassessmentpisa/33694881.pdf.

OECD. (2014). PISA 2012 Results in Focus: What 15-Year-Olds Know and What They can Do with What They Know. Paris, France: OECD. Retrieved from https://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf.

OECD. (2019). PISA 2018 Results: Combined Executive Summaries (Vols. I, II & III). Paris: OECD. Retrieved from https://www.oecd.org/pisa/Combined_Executive_Summaries_PISA_2018.pdf.

Polking, J. (2019, 5 15). Response to NCTM’s Round 4 Questions. Retrieved from http://www.ams.org/government/argrpt4.html.

Putri, R. I., & Santosa, R. H. (2015). The Effectiveness of REACT Strategy in terms of Learning Achievement, Problem Solving, Mathematical Connection, Self Efficacy Ability [in Bahasa]. Jurnal Riset Pendidikan Matematika, 2(2), 262-272. https://doi.org/10.21831/jrpm.v2i2.7345.

Safitri, A., & Mahmudi, A. (2017). The Effectiveness of Contextual Learning with REACT Strategy in terms of Mathematical Achievement and Learning Motivation [in Bahasa]. Jurnal Pendidikan Matematika, 6(4), 41-50. Retrieved from http://journal.student.uny.ac.id/ojs/index.php/pmath/article/view/6973.

Santrock, J. W. (2010). Educational Psychology (Second Edition) . Jakarta: Kencana.

Sari, D. P., & Mahendra. (2017). Developing Instrument to Measure Mathematical Reasoning Ability. International Conference on Mathematics and Science Education. 57, pp. 30-33. Bandung: Atlantis Press. https://doi.org/10.2991/icmsed-16.2017.7.

Sari, D. P., Darhim, & Rosjanuardi, R. (2018). Errors of Students Learning with REACT Strategy in Solving the Problems of Mathematical Representation Ability. Journal on Mathematics Education, 9(1), 121-128. http://dx.doi.org/10.22342/jme.9.1.4301.121-128.

Stacey, K. (2005). The Place of Problem Solving in Contemporary Mathematics Curriculum Documents. The Journal of Mathematical Behavior, 24(3-4), 341-350. https://doi.org/10.1016/j.jmathb.2005.09.004.

Sumarmo, U. (2010). Mathematical Thinking and Disposition: What, Why, and How Developed in Students [in Bahasa]. Bandung: FPMIPA UPI.

van de Pol, J., Mercer, N., & Volman, M. (2019). Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction. Journal of the Learning Sciences, 28(2), 206-239. https://doi.org/10.1080/10508406.2018.1522258.

Wulandari, I. P., Praja, E. S., & Aminah, N. (2018). Implementation of the REACT Strategy to the Mathematical Understanding and Representation of Junior High School Students [in Bahasa]. Prosiding SNMPM II (pp. 369-379). Cirebon: Prodi Pendidikan Matematika, Unswagati. Retrieved from https://www.fkip-unswagati.ac.id/ejournal/index.php/snmpm/article/download/410/344.




DOI: https://doi.org/10.22342/jme.11.1.7806.145-156

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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