THE IMPACT OF REALISTIC MATHEMATICS EDUCATION (RME) APPROACH ASSISTED BY UNIT CUBE MODELS ON FIFTH GRADE STUDENTS' UNDERSTANDING OF CONCEPTS IN MIN 26 ACEH BESAR

Novi Selvia; Zulkipli Lessy

doi:10.22373/pjp.v13i2.23233

THE IMPACT OF REALISTIC MATHEMATICS EDUCATION (RME) APPROACH ASSISTED BY UNIT CUBE MODELS ON FIFTH GRADE STUDENTS' UNDERSTANDING OF CONCEPTS IN MIN 26 ACEH BESAR

Novi Selvia, Zulkipli Lessy

Abstract

This research is motivated by the low understanding of mathematical concepts at MIN 26 Aceh Besar. Data obtained from 26 students show that 27.88% of students can solve problems with the indicator of restating a concept, 41.35% can solve problems with the indicator of identifying examples and non-examples of a concept, and 30.77% can solve problems with the indicator of identifying objects according to specific properties in line with the concept. The low understanding of these concepts is due to the lack of students' desire to learn the material presented and their failure to pay attention to the material explained by the teacher. This study aims to determine the impact of the Realistic Mathematics Education (RME) approach assisted by unit cube props on the conceptual understanding of fifth-grade students at MIN 26 Aceh Besar. This research uses a quantitative method with a true-experimental design. The population in this study comprises all fifth-grade students at MIN 26 Aceh Besar, while the samples are class Va, consisting of 26 students, and class Vb, consisting of 23 students. The instrument used in this research is a test to measure students' conceptual understanding. The data collection technique is a test in the form of a pre-test and post-test. Data analysis techniques include converting ordinal data into interval data using the Method of Successive Intervals (MSI), creating frequency distribution lists, calculating average values, conducting normality tests, homogeneity tests, equality of two means tests, regression tests, and hypothesis tests. Based on the analysis results, the average score obtained in the experimental class pre-test is 12.59 and in the control class is 11.17. Meanwhile, the post-test average score for the experimental class is 18.598, and for the control class, it is 13.672. The analysis results show that t_{calculated} = 9.425 and t_{table} = 1.677; since t_{calculated} > t_{table}, Ho is rejected, and Ha is accepted.

Keywords: Realistic Mathematics Education, Unit Cube Props

Keywords

pendidikan, matematika

Full Text:

PDF

References

Abdullah. (2022). PENDEKATAN DAN MODEL PEMBELAJARAN YANG MENGAKTIFKAN SISWA. Edureligia, 1(1), 45–62. https://www.ejournal.unuja.ac.id/index.php/edureligia/article/download/45/41

Agusta, E. S. (2020). Peningkatan Kemampuan Matematis Siswa Melalui Pendekatan Pendidikan Matematika Realistik. ALGORITMA: Journal of Mathematics Education, 2(2), 145–165. https://doi.org/10.15408/ajme.v2i2.17819

Almeida, C. S. de, dkk. (2020). PERMASALAHAN PENDIDIKAN. Revista Brasileira de Linguística Aplicada, 5(1), 1689–1699. https://revistas.ufrj.br/index.php/rce/article/download/1659/1508%0Ahttp://hipatiapress.com/hpjournals/index.php/qre/article/view/1348%5Cnhttp://www.tandfonline.com/doi/abs/10.1080/09500799708666915%5Cnhttps://mckinseyonsociety.com/downloads/reports/Educa

Angreni, D. (2021). Penerapan Pendekatan Realistics Mathematics Education (Rme) Untuk Meningkatkan Hasil Belajar Matematika Siswa Smp Negeri 16 Bengkulu. Jurnal Math-UMB.EDU, 8(3), 10–20. https://doi.org/10.36085/math-umb.edu.v8i3.1981

Bahar, E. E., & Juhrianto, J. (2022). Dampak Kebiasaan Belajar dan Kemandirian Belajar Terhadap Hasil Belajar Matematika Siswa Kelas XII SMAN 11 Pinrang. Jurnal Nalar Pendidikan, 10(2), 119. https://doi.org/10.26858/jnp.v10i2.39130

Fahmi, A. P., & Ahmad, S. (2022). Peningkatan Hasil Belajar Volume Bangun Ruang Serta Hubungan Pangkat Tiga dengan Akar Pangkat Tiga Menggunakan Model Discovery Learning. Journal of Basic Education Studies, 5(1), 1001–1009. https://www.ejurnalunsam.id/index.php/jbes/article/view/5394

Gistituati, N., Fitria, Y., Zikri, A., & Dasar, D. P. (2020). Dampak Pendekatan Realistic Mathemathics Education Terhadap Motivasi dan Hasil Belajar Materi Matematika SD. Jurnal Basicedu, 4(1), 203–209.

Hartono, U., Amarullah, R. Q., & Mulyadi, E. (2022). Hakikat Belajar Menurut UNESCO Serta Relevansinya Pada Saat Ini. Khidmatussifa: Journal of Islamic Studies, 1(2), 22–30. https://doi.org/10.56146/khidmatussifa.v1i2.65

Kusmanto, H., & Marliyana, I. (2023). Dampak Pemahaman Matematika Terhadap Kemampuan Koneksi Matematika Siswa Kelas Vii Semester Genap Smp Negeri 2 Kasokandel Kabupaten Majalengka. Eduma : Mathematics Education Learning and Teaching, 3(2). https://doi.org/10.24235/eduma.v3i2.56

Materi, P. E., & Dan, R. (2023). MENGGUNAKAN PENDEKATAN REALISTIC M ATHEMATICS EDUCATION ( RME ) UNTUK MEMFASILITASI PEMAHAMAN gambar ilustrasi pada buku yang dijadikan sebagai acuan pembelajara yang dengan maupun anak-anak . Fatimatus Zahro Utaryanti et al ., ( 2015 ) mengemukakan bahwa. 11(1), 81–94.

Mukhtar, N. (2021). Penerapan Model Pembelajaran Realistic Mathematics Education (Rme) Untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas V Sd Negeri 173 Pekanbaru. Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan, 4(2), 282. https://doi.org/10.31258/jta.v4i2.282-296

Permatasari, A. cahyani, Sari, J. A., Winanda, T., Saputra, R. I., Silvi, Annisa, P., & Fitriani, E. (2023). Analisis Kesulitan Belajar Matematika Dalam Menyelesaikan Soal. Jurnal Pendidikan Dasar Flobamorata, 4(1), 421–423. https://doi.org/10.51494/jpdf.v4i1.845

Prihatinia, S., & Zainil, M. (2020). Penerapan Pendekatan Pendidikan Matematika Realistik untuk Meningkatkan Hasil Belajar Matematika di Sekolah Dasar ( Studi Literatur ). Pendidikan Tambusai, 4(2), 1511–1525.

Puspitasari, R. Y., & Airlanda, G. S. (2021). Meta-Analisis Dampak Pendekatan Pendidikan Matematika Realistik (PMR) Terhadap Hasil Belajar Siswa Sekolah Dasar. Jurnal Basicedu, 5(2), 1094–1103. https://doi.org/10.31004/basicedu.v5i2.878

Radiusman, R. (2020). Studi Literasi: Pemahaman Konsep Anak Pada Pembelajaran Matematika. FIBONACCI: Jurnal Pendidikan Matematika Dan Matematika, 6(1), 1. https://doi.org/10.24853/fbc.6.1.1-8

Rahayu, Y. (2021). Analisis Kemampuan Pemahaman Matematis Siswa Smp Pada Materi Himpunan: Studikasusdi Smp Negeri 1 Cibadak. Pasundan Journal of Research in Mathematics Learning and Education, 3 No. 2, 96. https://www.journal.unpas.ac.id/index.php/symmetry/article/view/1284/677

Sadewo, Y. D., Purnasari, P. D., & Muslim, S. (2022). Filsafat Matematika: Kedudukan, Peran, Dan Persepektif Permasalahan Dalam Pembelajaran Matematika. Inovasi Pembangunan : Jurnal Kelitbangan, 10(01), 15–28. https://doi.org/10.35450/jip.v10i01.269

Susanah. (2021). Matematika Dan Pendidikan Matematika. Universitas Terbuka, 2–44. http://repository.ut.ac.id/4725/2/PEMA4301-M1.pdf

Sutrisno, A. D., Samsudin, A., Liliawati, W., Kaniawati, I., & Suhendi, E. (2015). Model Pembelajaran Two Stay Two Stray (Tsts) Dan Pemahaman Siswa Tentang Konsep Momentum Dan Impuls. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 20(1), 38. https://doi.org/10.18269/jpmipa.v20i1.560

Wahyudi. (2023). Pengembangan Model Realistic Mathematics Education (RME) dalam Peningkatan Pembelajaran Matematika Bagi Mahasiswa Prodi PGSD FKIP UNS Kampus Kebumen. Jurnal Paedagogia, 18(2), 64–73. http://jurnal.fkip.uns.ac.id/index.php/paedagogia

Yetri, O., Fauzan, A., Desyandri, D., Fitria, Y., & Fahrudin, F. (2023). Dampak Pendekatan Realistic Mathematics Education (Rme) Dan Self Efficacy Terhadap Kemampuan Pemecahan Masalah Matematis Siswa Di Sekolah Dasar. Jurnal Basicedu, 3(4), 2000–2008. https://doi.org/10.31004/basicedu.v3i4.249

DOI: http://dx.doi.org/10.22373/pjp.v13i2.23233