Konsep Pecahan dan Pendekatan Pembelajaran Matematika Realistik
Abstract
Matematika merupakan materi yang dianggap sulit oleh siswa dalam pembelajaran matematika sehingga siswa mengalami kesulitan dalam memahami konsep khususnya pecahan. Beberapa siswa hanya melihat pecahan sebagai simbol yang perlu dimanipulasi dengan berbagai cara. Faktor utama yang menyebabkan kesulitan siswa dalam memahami konsep pecahan adalah siswa lebih sering menghafal daripada membangun pemahaman konsep. Faktor lainnya adalah pendekatan yang digunakan guru tidak berorientasi pada dunia nyata dimana situasi tersebut dapat dibayangkan oleh siswa. Pendekatan alternatif yang dapat digunakan sebagai solusi adalah pendekatan pemebelajaran matematika realistik. Penelitian ini mencoba menguji pemahaman konsep pecahan siswa melalui pendekatan pemebelajaran matematika realistik dengan studi lieteratur. Melalui pendekatan pemebelajaran matematika realistik, siswa mendapat kesempatan untuk mengembangkan pengetahuannya dengan mengungkapkan gagasannya selama proses pembelajaran. Siswa juga mampu membayangkan berbagai situasi yang terjadi dalam suatu masalah matematika karena masalah tersebut berada dalam situasi nyata masalah yang berkaitan dengan kehidupan siswa.
Downloads
References
Baharuddin, M. R., Fitriani, A., & Jumarniati, J. (2017). Efektivitas Pendekatan Problem Posing Setting Kooperatif terhadap Kemampuan Literasi Matematis. Pedagogy: Jurnal Pendidikan Matematika, 2(2).
Baharuddin, Muhammad Rusli. (2020). CJPE : Cokroaminoto Juornal of Primary Education Profil Kemampuan Literasi Matematis Mahasiswa PGSD Pendahuluan. 3, 96–104.
Baharuddin, Muhammad Rusli, & Jumarniati, J. (2018). Pola Interaksi Belajar Matematika Siswa Berkemampuan Awal Rendah dalam Pembelajaran Berbasis Proyek. Al-Khwarizmi: Jurnal Pendidikan Matematika Dan Ilmu Pengetahuan Alam, 6(2), 149–156. https://doi.org/10.24256/jpmipa.v6i2.316
Braithwaite, D. W., Tian, J., & Siegler, R. S. (2018). Do children understand fraction addition? Developmental Science, 21(4). https://doi.org/10.1111/desc.12601
Deringöl, Y. (2019). Misconceptions of primary school students about the subject of fractions: views of primary teachers and primary pre-service teachers. International Journal of Evaluation and Research in Education (IJERE), 8(1), 29. https://doi.org/10.11591/ijere.v8i1.16290
Eichhorn, M. S. (2018). When the fractional cookie begins to crumble: Conceptual understanding of fractions in the fifth grade. International Journal of Research in Education and Science, 4(1), 39–54. https://doi.org/10.21890/ijres.382933
Fitriani, A., Baharuddin, M. R., & Kayanti, J. (2019). Comparison of Cooperative Learning Model Think Pair Share and Think Pair Square Toward Students ’ Mathematical Communication Ability. ICONSS Proceeding Series The 2nd International Conference on Natural & Social Sciences (ICONSS 2019), September, 202–208.
Fitriani, K., & Maulana, -. (2016). Meningkatkan Kemampuan Pemahaman Dan Pemecahan Masalah Matematis Siswa Sd Kelas V Melalui Pendekatan Matematika Realistik. Mimbar Sekolah Dasar, 3(1), 40–52. https://doi.org/10.17509/mimbar-sd.v3i1.2355
Gravemeijer, K. (2016). Real, Meaningful Mathematics. International Journal of Research in Undergraduate Mathematics Education, 2(1), 134–139. https://doi.org/10.1007/s40753-016-0026-1
Hardianto, H., & Baharuddin, M. R. (2019). Efektifitas Penerapan Model Pembelajaran PAIKEM Gembrot terhadap Peningkatan Hasil Belajar Mahasiswa pada Mata Kuliah Pembelajaran Matematika Sekolah Dasar. Cokroaminoto Journal of Primary Education, 2(1), 27–33. https://doi.org/10.30605/cjpe.212019.105
Julie, H., Suwarsono, S., & Juniati, D. (2014). Understanding profile from the philosophy, principles, and characteristics of RME. Journal on Mathematics Education, 5(2), 148–159. https://doi.org/10.22342/jme.5.2.1499.148-159
Junaid, R., Baharuddin, M. R., & Ramadhana, M. A. (2020). Peningkatan Kompetensi Pedagogik Guru Melalui PKM Lesson Study. To Maega, III(1), 122–129.
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
Makonye, J. P. (2014). Teaching Functions Using a Realistic Mathematics Education Approach: A Theoretical Perspective. International Journal of Educational Sciences, 7(3), 653–662. https://doi.org/10.1080/09751122.2014.11890228
Marchionda, H. (2006). Preservice teachers’ procedural and conceptual understanding of fractions and the effects of inquiry-based learning on this understanding. ProQuest Dissertations and Theses, 185-185 p.
Mccluskey, C., Mulligan, J., & Mitchelmore, M. (2016). The Role of Reasoning in the Australian Curriculum : Mathematics. (Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia, 2012, 447–454.
Mills, J. (2016). Developing Conceptual Understanding of Fractions with Year Five and Six Students. Opening up Mathematics Education Research (Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia), 479–486.
Nasution, M. F., Putri, R. I. I., & Zulkardi. (2018). Rowing sport in learning fractions of the fourth grade students. Journal on Mathematics Education, 9(1), 69–79. https://doi.org/10.22342/jme.9.1.4270.69-80
Ocal, M. F. (2017). The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative. Higher Education Studies, 7(2), 67. https://doi.org/10.5539/hes.v7n2p67
Sari, E. A. P., Juniati, D., & Patahudin, S. M. (2012). Early fractions learning of 3rd grade students in SD Laboratorium Unesa. Journal on Mathematics Education, 3(1), 17–28. https://doi.org/10.22342/jme.3.1.617.17-28
Siegler, R., Carpenter, T., Fennell, F. S., Geary, D., Lewis, J., Okamoto, Y., Thompson, L., & Wray, J. (2010). Developing effective fractions instruction: A practice guide (NCEE No. 2010-009).
Vos, P. (2018). “How real people really need mathematics in the real world”—authenticity in mathematics education. Education Sciences, 8(4). https://doi.org/10.3390/educsci8040195
Wahidin, & Sugiman. (2014). Pengaruh Pendekatan PMRI terhadap Motivasi Berprestasi , Kemampuan Pemecahan The Effect of the IRME Approach on the Achievement Motivation, Problem Solving Skills , and Learning Achievement. Pythagoras, 9, 99–109.
Wong, M. (2010). Equivalent Fractions : Developing a Pathway of Students ’ Acquisition of Knowledge and Understanding. 2001, 673–680.
Zakaria, E., & Syamaun, M. (2017). The Effect of Realistic Mathematics Education Approach on Students’ Achievement And Attitudes Towards Mathematics. Mathematics Education Trends and Research, 2017(1), 32–40. https://doi.org/10.5899/2017/metr-00093
Copyright (c) 2020 Baharuddin Muhammad Rusli
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with JSGP agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.