Pendekatan Pendidikan Matematika Realistik (PMR) Untuk Meningkatkan Komunikasi Matematika di Sekolah Dasar

Windy Aulia Sari; Zuryanty Zuryanty

doi:10.24036/jippsd.v4i2.105065

Pendekatan Pendidikan Matematika Realistik (PMR) Untuk Meningkatkan Komunikasi Matematika di Sekolah Dasar

Windy Aulia Sari⁽¹⁾, Zuryanty Zuryanty⁽²⁾,
(1) Universitas Negeri Padang

Indonesia
(2) Universitas Negeri Padang

Indonesia

Corresponding Author

DOI : https://doi.org/10.24036/jippsd.v4i2.105065

Full Text:

Language : en

Abstract

Mathematical communication in elementary schools is very low. To overcome these problems an effective approach is needed. This research of communication aims at mahtematics to improve the ability to use a realistic mathematical education approach (PMR)in the material of angular measurement in grade IV SD Kartika Kota Padang. This research is a classroom actin research that uses a qualitative and quantitative approach. Conductedin two cycles, with three meetings covering four stages, namely planning, implementation, observation, and refelction. The subjects were teacher and students of class IV SD Kartika 1-11 Kota Padang numbered 20 people. The results showed that there was an increase in the average mathematical communication sklills of students in the first cycle of 74,2 to 88,3 in the second cycle using a realistic mathematics education approach.

Keywords

Mathematial communication skills; Realistic Mathematics Education Approach (PMR)

References

Ardiana, A., Agoestanto, A., & Sajaka, A. K. (2019). Meningkatkan Kemampuan Komunikasi Matematis dan Kerja Sama Siswa Kelas X MIPA 8 SMA N 3 Semarang dengan Model DL pada Materi Sistem Pertidaksamaan Dua Variabel. PRISMA, 2, 301–304.

Arikunto, S. (2015). Penelitian Tindakan Kelas. Jakarta:Bumi Aksara

Chotimah, S. (2015). Upaya Meningkatkan Kemampuan Komunikasi Matematik Siswa SMP di Kota Bandung dengan Pendekatan Realistic Mathematics Educations pada Siswa SMP di Kota Bandung. Jurnal Didaktik, 9(1), 26–32.

Hadi, S. (2005). Pendidikan Matematika Realistik. Banjarmasin: Tulip

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

Kunandar. 2011. Langkah Mudah Penelitian Tindakan Kelas sebagai Pengembangan Profesi Guru. Jakarta Raja Wali Press

Nofrianto, A., Maryuni, N., & Amri, M. A. (2017). Komunikasi Matematis Siswa: Pengaruh Pendekatan Matematika Realistik. Jurnal Gantang, Vol 2(2), 113–123.

Suherman, E. (2003). Strategi Pembelajaran Matematika Kontemporer. Bandung:Common Textbook.

Sundayana, R., Herman, T., Dahlan, J. A., & Prahmana, R. C. I. (2017). Using ASSURE learning design to develop students’ mathematical communication ability. World Transactions on Engineering and Technology Education, 15(3), 245–249. https://doi.org/10.1016/j.scriptamat.2008.04.022

Susanto, A. (2013).Teori Belajar &Pembelajaran di Sekolah Dasar.

Suwaningsih dan Tiurlina. (2006). Pendekatan Pembelajaran Matematika.Bandung: UPI PRESS

Uno, L, dan Koni. (2012). Menjadi Peneliti PTK yang Profesional. Jakarta: Bumi Aksara.