Identifikasi Kendala Calon Guru dalam Menerapkan Pembelajaran Matematika Realistik
Keywords:
Kenadala, Pembelajaran Matematika, Pembelajaran Matematika Realistik
Abstract
Penelitian ini merupakan penelitian kualitatif deskriptif yang bertujuan mengidentifikasi kendala mahasiswa dalam menerapkan pembelajaran matematika realistik. Subjek penelitian yaitu 10 mahasiswa pendidikan matematika IAIN Ambon yang merupakan calon guru dan sedang menempuh mata kuliah Microteaching. Teknik pengumpulan data yang digunakan yaitu observasi, wawancara, dan kajian dokumen. Teknik analisis data dalam penelitian ini yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Berikut adalah perolehan hasil per indikator: a) Indikator 1 dilakukan oleh 3 subjek; b) Indikator 2 dilakukan oleh 9 subjek; c) Indikator 3 dilakukan oleh 7 subjek; d) Indikator 4 dilakukan oleh 8 subjek, e) Indikator 5 dilakukan oleh 2 subjek. Indikator yang paling sedikit dilakukan yaitu indikator 1 dan 5. Subjek mengakui kendala dalam memberikan gambaran mengenai masalah kontekstual yang berhubungan dengan topik yang diajarkan. Hal ini dikarenakan kurangnya pengetahuan subjek tentang kegunaan dari topik tersebut dalam kehidupan. Subjek terlalu terpaku pada hitungan dan prosedur rutin tetapi sangat minim penekanan mengenai konteks dari materi tersebut. Subjek tidak menguasai konteks dari materi sehingga tidak mampu memberikan berbagai masalah kontekstual terkait topik tersebut.
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References
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Searle, J., & Barmby, P. (2012). Evaluation Report on the Realistic Mathematics Education Pilot Project at Manchester Metropolitan University.
Stein, M., Smith, M., Henningsen, M., & Silver, E. (2000). Implementing Standard-based Mathematics In_struction: A Casebook for Professional Developement. Reston: NCTM.
Sumitro, N. K. (2008). Pembelajaran Matematika Realistik untuk Pokok Bahasan Kesebangunan di Kelas 3 SMP Negeri 3 Porong. Paradigma, 8, 204–218.
Švecová, V., Rumanová, L., & Pavlovičová, G. (2014). Support of Pupil’s Creative Thinking in Mathematical Education. Procedia Social and Behavioral Sciences, 116, 1715–1719.
Tan, S., Wijaya, T. T., Zou, L., & Hermita, N. (2020). Proving the Formula for the Area of a Circle using Hawgent Dynamic Mathematics Software. Journal of Physics: Conference Series, 1655(1). https://doi.org/10.1088/1742-6596/1655/1/012052
Veloo, A., & Zubainur, C. A. (2014). How A Realistic Mathematics Educational Approach Affect Students’ Activities In Primary Schools? Procedia-Social and Behavioral Sciences, 159, 309–313.
Wardono, Waluya, S. B., Mariani, S., & D, S. C. (2016). Mathematics Literacy on Problem based Learning with Indonesian Realistic Mathematics Education Approach Assisted E-Learning Edmodo. Journal of Physics: Conference Series, 693, 1–10. https://doi.org/10.1088/1742-6596/693/1/012014
Yuanita, P., Zulnaidi, H., & Zakaria, E. (2018). The Effectiveness of Realistic Mathematics Education Approach: The Role of Mathematical Representation as Mediator between Mathematical Belief and Problem Solving. PLoS ONE, 13(9), 1–20. https://doi.org/10.1371/journal.pone.0204847
Zubainur, C. M., Veloo, A., & Khalid. (2015). The Effect of Using Indonesian Realistic Mathematics Education (PMRI) Approach on the Mathematics Achievement amongs Primary School Students. AIP Confererence Proceedings, 1660 (0500, 1–5. https://doi.org/10.1063/1.4915710
Balacheff, N., & Gaudin, N. (2010). Modeling Students’ Coneceptions: The Case of Function. Collegiate Mathematics Education, 16, 183–211.
Bray, A., & Tangney, B. (2015). Enhancing Student Engagement Through the Affordances of Mobile Technology: A 21st Century Learning Perspective on Realistic Mathematics Education. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-015-0158-7
Dudley, P. (2013). Teacher Learning in Lesson Study: What Interaction-Level Discourse Analysis Revealed about How Teachers Utilised Imagination, Tacit Knowledge of Teaching and Fresh Evidence of Pupils Learning, to Develop Practice Knowledge and So Enhance Their Pupils’ Lea. Teaching and Teacher Education, 34, 107–121.
Gravemeijer, K. P. E. (1994). Developing Realistic Mathematics Education. Utrecht: CD-ß Press / Freudenthal Institute.
Hidayat, R., & Iksan, Z. H. (2015). The Effect of Realistic Mathematic Education on Students’ Conceptual Understanding of Linear Progamming. Creative Education, 6(22), 2438–2445. https://doi.org/10.4236/ce.2015.622251
Julie, H. (2016). Karakteristik Intertwining dalam Pendekatan Matematika Realistik di Sekolah Dasar. Jurnal Sekolah Dasar, 25(2), 109–120.
Jupri, A. (2017). From Geometry to Algebra and Vice Versa: Realistic Mathematics Education Principles for Analyzing Geometry Tasks. AIP Conference Proceedings, 1830(050001). https://doi.org/10.1063/1.4980938.
Kawuryan, S., Sutijan, & Budiharto, T. (2012). Pemahaman Konsep Bangun Ruang melalui Pendekatan Matematika rRalistik. Unversitas sebelas Maret.
Kin, L. C., & Tat, T. B. (2011). Realistic Mathematics Education (RME) for Meaningful Learning in Primary Mathematics (pp. 1–11). SEAMEO REACSAM.
King, G., & Bay-Williams, J. (2014). Assessing Basic Fact Fluency. Teaching Children Mathematics, 20(8), 488–497.
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
Leong, K. E. (2013). Factors That Influence the Understanding of Good Factors That Influence the Understanding of Good Mathematics Teaching. Eurasia Journal of Mathematics, Science & Technology Education, 9, 319–328.
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
Ndlovu, M. C. (2011). University-School Partnerships for Social Justice in Mathematics and Science Education: The Case of the SMILES Project at IMSTUS. South African Journal of Education, 31, 419–433.
Nesusin, N. Intrarakhamhaeng, P. Supadol, P., & Piengkes, N. Poonpipathana, S. (2014). Development of Lesson Plans by the Lesson Study Approach for the 6th Grade Students in Social Study Subject Based on Open Approach Innovation.
Procedia—Social and Behavioral Sciences, 116, 1411–1415. https://doi.org/http://dx.doi.org/10.1016/j.sbspro.2014.01.407
Saleh, M., Darhim, & Sabandar, J. (2017). The Enhancement of Problem Solving Ability Through Realistic Mathematics Education Approach. International Journal of Education and Research, 5(5), 159–168. http://www.ijern.com/May-2017.php
Sari, E. F., Nugraheni, N., & Kiptiyah, S. M. (2019). The Implementation of Blended Learning based Realistic Mathematics Education in Mathematics Teaching. International Journal of Innovation, Creativity and Change, 5(5), 353–361.
Searle, J., & Barmby, P. (2012). Evaluation Report on the Realistic Mathematics Education Pilot Project at Manchester Metropolitan University.
Stein, M., Smith, M., Henningsen, M., & Silver, E. (2000). Implementing Standard-based Mathematics In_struction: A Casebook for Professional Developement. Reston: NCTM.
Sumitro, N. K. (2008). Pembelajaran Matematika Realistik untuk Pokok Bahasan Kesebangunan di Kelas 3 SMP Negeri 3 Porong. Paradigma, 8, 204–218.
Švecová, V., Rumanová, L., & Pavlovičová, G. (2014). Support of Pupil’s Creative Thinking in Mathematical Education. Procedia Social and Behavioral Sciences, 116, 1715–1719.
Tan, S., Wijaya, T. T., Zou, L., & Hermita, N. (2020). Proving the Formula for the Area of a Circle using Hawgent Dynamic Mathematics Software. Journal of Physics: Conference Series, 1655(1). https://doi.org/10.1088/1742-6596/1655/1/012052
Veloo, A., & Zubainur, C. A. (2014). How A Realistic Mathematics Educational Approach Affect Students’ Activities In Primary Schools? Procedia-Social and Behavioral Sciences, 159, 309–313.
Wardono, Waluya, S. B., Mariani, S., & D, S. C. (2016). Mathematics Literacy on Problem based Learning with Indonesian Realistic Mathematics Education Approach Assisted E-Learning Edmodo. Journal of Physics: Conference Series, 693, 1–10. https://doi.org/10.1088/1742-6596/693/1/012014
Yuanita, P., Zulnaidi, H., & Zakaria, E. (2018). The Effectiveness of Realistic Mathematics Education Approach: The Role of Mathematical Representation as Mediator between Mathematical Belief and Problem Solving. PLoS ONE, 13(9), 1–20. https://doi.org/10.1371/journal.pone.0204847
Zubainur, C. M., Veloo, A., & Khalid. (2015). The Effect of Using Indonesian Realistic Mathematics Education (PMRI) Approach on the Mathematics Achievement amongs Primary School Students. AIP Confererence Proceedings, 1660 (0500, 1–5. https://doi.org/10.1063/1.4915710
Published
2022-10-10
How to Cite
Lapele, D. (2022). Identifikasi Kendala Calon Guru dalam Menerapkan Pembelajaran Matematika Realistik. Jurnal Cendekia : Jurnal Pendidikan Matematika, 6(3), 3126-3135. https://doi.org/10.31004/cendekia.v6i3.1055
Section
Articles
Copyright (c) 2022 Dina Amalya Lapele
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
