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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) REFLEKSI EDUKATIKA DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Tadris Matematika PeTeKa EDUPEDIA Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Ethnomathematics Journal International Journal of Learning Reformation in Elementary Education Jurnal Tadris Matematika
Sintawati, Mukti
Universitas Ahmad Dahlan
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : PeTeKa

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REAL MATHEMATICS EDUCATION (RME) UNTUK MENINGKATKAN HASIL BELAJAR DAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SEKOLAH DASAR Mukti Sintawati; Lina Berliana; Sigit Supriyanto
PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Vol 3, No 1 (2020): Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (597.282 KB) | DOI: 10.31604/ptk.v3i1.26-33

Abstract

The low ability of students in the field of mathematics based on the results of the Trend In International Mathematics And Science Study (TIMSS) research has become an evaluation for governments and teachers in the process of learning mathematics. Abstract mathematical learning concepts are one of the causes of students' difficulty in understanding mathematics. Therefore, in teaching mathematics, teachers must provide a bridge so that mathematics looks more concrete for elementary school students. Real Mathematics Education (RME) is one approach that teachers can use in learning mathematics. RME is an approach to learning mathematics that uses the context of everyday life to introduce mathematics. The context of everyday life is a concrete bridge to introduce abstract mathematical concepts. The purpose of this study is to apply RME in mathematics learning to improve problem-solving abilities and mathematics learning outcomes of 5th-grade students at Muhammadiyah Argosari Elementary School. This type of research is classroom action research. The implementation of this research consisted of two cycles. The results of this study indicate that RME can be used as alternative learning to improve problem-solving abilities and student learning outcomes.
ANALISIS PEMECAHAN MASALAH MODEL POLYA UNTUK MENYELESAIKAN SOAL CERITA PADA PEMBELAJARAN MATEMATIKA KELAS IV Dian Aprinda Putri; Mukti Sintawati; Siwi Aminah
PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Vol 5, No 2 (2022): PeTeKa: Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/ptk.v5i2.195-204

Abstract

The purpose of this study was to determine the steps in solving math problem problems using the Polya model problem solving method for grade IV students. This research approach is qualitative with descriptive methods. The subjects of this study were students of class IV MI Al-Madina Prambanan in the academic year 2020/2021, with 8 students. The research sample was 3 students with high, medium, and low math abilities. The data collection technique used in this study was a test by giving 5 items of Mathematics story questions, and interviews with students and interviews with the fourth grade homeroom teacher as source triangulation. The data analysis technique used is data reduction, data presentation, verification. The results of this study indicate that students with high-level abilities are able to solve Mathematics problems using the Polya model in questions number 2 to 5 starting from understanding problems, planning problems, solving problems, and drawing conclusions with the right steps, there is one mistake made, namely in question number 1 does not write a conclusion. Students with moderate ability levels are able to complete the four steps of Polya coherently in questions number 1, 3, and 5. Questions number 2 and 4 do not write conclusions and experience errors at the problem solving stage. Students with low-level abilities in solving problems in questions 3 and 4 do not plan the problems to be faced, questions number 1, 2, and 4 do not provide solutions.
Co-Authors Al-Rashiff Hamjilani Mastul Asih Mardati Dian Aprinda Putri Emida Fidyareni Endah Retnowati F Adeliana Farida Yunitasari Fitri Indriani Fitria Desi Nurhadiyani Ginanjar Abdurrahman Lina Berliana Marsigit Marsigit Meita Fitrianawati Mifta Rudiyanta Muhammad Nuryanto Nuryanto, Muhammad Rihlatis Sa'idah Rizki Anggara Rudiyanta, Mifta Sigit Supriyanto Silvya Nugrahwati Siwi Aminah