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All Journal Edumatsains Jurnal Dinamika Pendidikan Journal International Journal of Teaching and Learning (INJOTEL)
Stevi Natalia
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Agriculture, Biological Sciences & Forestry Chemistry Education Mathematics Physics Other

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Realistic Mathematics Education: Suatu Langkah Mendidik Berpikir Matematis Stevi Natalia
Jurnal Dinamika Pendidikan Vol. 10 No. 1 (2017): APRIL
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51212/jdp.v10i1.413

Abstract

ABSTRAK Realistic mathematics education (RME) salah satu dari sekian banyak cara mengajar matematika yang mengangkat kehidupan sehari-hari sebagai titik awal dalam membangun konsep matematika. Tulisan ini didasarkan pada studi literatur dari berbagai tulisan ilmiah yang telah dipublikasikan melalui buku maupun jurnal ilmiah. RME ditemukan karena melihat banyaknya permasalahan matematika yang disebabkan karena peserta didik kurang memahami apa yang mereka pelajari dalam materi matematika. Matematika dianggap sebagai mata pelajaran yang sangat jauh dari kehidupan sehari- hari manusia dan hampir tidak memiliki manfaat untuk dipelajari. RME memiliki lima prinsip yang mampu mengembalikan kembali pemikiran yang salah mengenai belajar matematika dan melihat betapa pentingnya mempelajari matematika dalam aktivitas sehari- hari manusia. Lima prinsip dalam RME, yakni 1) Penggunaan konteks, 2) Penggunaan model untuk matematisasi progresif, 3) Pemanfaatan hasil konstruksi peserta didik, 4) Interaktivitas, 5) Keterkaitan.Pembelajaran matematika yang menggunakan RME mampu menolong siswa semakin memaknai kelas pembelajaran matematika di sekolah. Kata kunci:Realistic mathematics education (RME), Matematisasi progresif, Kontstruksi, Interaktivitas, Keterkaitan. ABSTRACT Realistic mathematics education (RME) is one way from many mathematic instructions that made our daily live as a starting point to build mathematic concept. This article is based upon other literatures which published in a journals or books. RME was founded for the problem that experienced by student to understand mathematics. Recently, many students thought mathematics as abstract education which has no relation in their life and has no function. RME has five principles which able to turn over the wrong concept about mathematic and also to explain how important learn mathematic in our day life. These five principles are: 1) Contextual function 2) Model for progressive mathematic 3) Using the construction of students 4) Interactivity 5) Intertwinement. Mathematic instruction which using RME able to give more understanding about mathematic in the school. Keywords: Realistic mathematics education (RME), progressive mathematic, construction, Interactivity, Intertwinement.
Skills in Constructing and Implementing Learning Designs for Preservice Mathematics Teacher at Universitas Samudra Roni Priyanda; Tatang Herman; Iden Rainal Ihsan; Nishabah Fadhelina; Stevi Natalia
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v9i1.6070

Abstract

Many preservice mathematic teachers use a learning strategy (a model, method, or approach) that is connected to one or more mathematical abilities when preparing their final projects. This research project examines the use of this tactic through a (quasi) experimental learning approach. Upon selecting a learning approach, some final-year students investigate its impact on enhancing students' mathematical proficiency. Aim of this research is to determine the suitability profile of the final assignment of preservice mathematic teachers at Universitas Samudra between the title and the learning design applied and to find solutions to improve the understanding of preservice mathematic teachers at Universitas Samudra in preparing their final assignments. The results of the praxiological analysis skills in constructing and implementing learning designs for preservice mathematic teachers at Universitas Samudra are: 18,18% hhe learning implementation plan is in accordance with the learning model and is explained in the final assignment discussion, 42,42% the learning implementation plan is in accordance with the learning model but is not explained in the final assignment discussion, and 23,33% The learning implementation plan is not in accordance with the chosen learning model.
THE DIFFICULTIES DURING TEACHING PRACTICE OF PROSPECTIVE MATHEMATICS TEACHER Stevi Natalia
International Journal of Teaching and Learning Vol. 2 No. 8 (2024): AUGUST
Publisher : Adisam Publisher

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Abstract

This study aims to reveal the phenomenon of difficulties experienced by prospective mathematics teachers in carrying out teaching practice, which are focused on difficulties in using mathematics learning media. The method used in this research is descriptive qualitative. Through questionnaires to collect data on the difficulties of prospective teachers during teaching practice, it was found that the difficulty in using the right media was the highest difficulty than others. Data collection techniques to dig deeper into the reasons for the difficulties experienced by students in determining the right learning media were carried out using interviews. The reasons for the difficulties of prospective teacher in using learning media are 1). The habit of teachers teaching mathematics at the school who do not use learning media causes students to have difficulty making decisions in choosing the appropriate media used and hesitate, 2). Limited school infrastructure facilities. 3). Lack of information sources to help prospective teachers choose the right media, in this case, the lack of role of teaching practice supervisors and mentor teachers.
Co-Authors Nishabah Fadhelina Roni Priyanda Tatang Herman, Tatang