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All Journal Jurnal Dinamika Pendidikan Journal of Educational Research and Evaluation Brillo Journal IndoMath: Indonesia Mathematics Education
Stevi Natalia, Stevi
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Humanities Education Mathematics Public Health Social Sciences Other

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Realistic Mathematics Education: Suatu Langkah Mendidik Berpikir Matematis Natalia, Stevi
Jurnal Dinamika Pendidikan Vol 10 No 1 (2017): APRIL
Publisher : Jurnal Dinamika Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.
Evaluation of Mathematics Education Curriculum in Terms of Product on the Context, Input, Process, and Product Model Natalia, Stevi; Purba, Santri Chintia; Darhim, Darhim; Situmeang, Gita Meilisa
IndoMath: Indonesia Mathematics Education Vol 6, No 1 (2023): February 2023
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v6i1.49

Abstract

This research aims to reveal the results of curriculum evaluations that refer to the Indonesian National Qualifications Framework. The assessment form uses the context, input, process, and product model, but this paper will only examine the product section analysis. This research is evaluation research with a qualitative approach. Data collection techniques used observation, questionnaires, and interviews, then validated using triangulation, namely methods, sources, and expert group discussion forums. This study was analyzed using the Miles and Huberman model, including data reduction, presentation, and conclusions. The results of the product section evaluation are as follows 1). The learning achievement of 3 aspects successfully achieved cognitive by 75%, practical at 75.51%, and psychomotor at 74.12%. 2). 99% of students have a Semester Grade Point Average that meets the criteria, and 3). 85.8% of graduates managed to get jobs according to the curriculum.
Learning Obstacle to Ontogeny of Mathematics Teacher Candidates on Number Theory Natalia, Stevi; Darhim; Kusumah, Yaya S.; Ditasona, Candra
Journal of Education Reseach and Evaluation Vol 7 No 3 (2023): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v7i3.66629

Abstract

Prospective mathematics teachers must have the characteristics of mathematical science, namely systematic, logical, and critical. This study aims to reveal the analysis of learning obstacles experienced by prospective mathematics teachers in number theory lectures with sub-material of division relations, FPB and KPK. This research uses a qualitative approach method in descriptive form. This research was conducted by collecting data through questionnaires and interviews and validated using the triangulation method. The study was limited to the analysis of ontogenic learning obstacles according to Brosseasu. The results of this study were that 4 out of 6 research subjects experienced the occurrence of ontogenic learning obstacles with details of 37.5% of prospective teacher students experiencing psychological ontogenic obstacles and instrumental ontogenic obstacles, then 25% experiencing didactic ontogenic obstacles. This indicates that students' readiness to take part in number theory courses is still weak. Students are weak in terms of psychological readiness, weak in readiness for complete mastery of related material previously studied and weak in terms of following the thought process needed in this course.
Technological Knowledge Among Mathematics Pre-Service Teachers in Indonesia and the Philippines: A Comparative Study Ditasona, Candra; Purba, Santri Chintia; Natalia, Stevi; Sihotang, Hotmaulina; Junsay, Merley; Estomo, Rene T
Brillo Journal Vol 4 No 2 (2025): Technology Integration and Digital Transformation in Mathematics Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v4i2.111

Abstract

This comparative study investigates the Technological Knowledge (TK) readiness of mathematics pre-service teachers in Indonesia and the Philippines. Using a structured online survey, data were collected from 136 participants in Indonesia and 93 in the Philippines. TK readiness was categorized into three levels: Ready, Moderately Ready, and Not Ready, with demographic factors such as age, sex, and school type examined as potential influences. The results indicate that Indonesian pre-service teachers demonstrate higher TK readiness compared to their Filipino counterparts. No statistically significant associations were found between TK readiness and demographic variables in either country. The findings suggest a need for targeted interventions in teacher education programs to enhance TK competencies and ensure effective technology integration in mathematics classrooms. Implications for curriculum design and future research are discussed.
Co-Authors Darhim Darhim Ditasona, Candra Estomo, Rene T HOTMAULINA SIHOTANG Junsay, Merley Purba, Santri Chintia Situmeang, Gita Meilisa Yaya S. Kusumah