Resume of PENDEKATAN MATEMATIKA REALISTIK PADA PEMBELAJARAN PECAHAN DI SMP

PENDEKATAN MATEMATIKA REALISTIK PADA PEMBELAJARAN PECAHAN DI SMP

Dr. Marsigit

Universitas Negeri Yogyakarta

Reviewed by: Seto Marsudi (09301241009)

Mathematics Education Regular 2009
(http://rasamalaempat.blogspot.com/)

Realistic Mathematics emphasizes the construction of the context of concrete objects as a starting point for students to acquire mathematical concepts. Concrete objects and environment objects can be used as a context for learning mathematics in building mathematical connections through social interaction. Concrete objects manipulated by the student within the framework of efforts to support students in the mathematization process concrete to the abstract. Students should be given opportunities to construct and produce mathematics in a manner and language of their own. Required reflex activity of the social activity that the integration and strengthening of relations between subjects in understanding the structure of mathematics can be occur.

In the curriculum development guidelines stated that in learning mathematics can be started with an introduction to issues appropriate to the situation (contextual problems). By asking a contextual problem, learners are gradually guided to master math concepts. The purpose of learning fractions in school can stated as follows:

1. Solve problems and find the concept of fraction numbers from contextual problems are solved.
2. Understand the concept of fraction numbers out, explain the link between concepts and apply the concept of fraction numbers, flexibly, accurately, efficiently, and appropriately, in solving problems
3. Using the reasoning on the pattern and nature, to manipulate and make generalizations about the fraction numbers.

4. Communicating the concepts and use fraction numbers

5. Have respect for usability of fraction numbers on daily life

The third type is the type that has realistic characteristics bottom-up approach in which students develop their own models and then the model is used as the basis for developing formal mathematics. There are two kinds of models that occur in the process that is a model of the situation (a model of situation) and for the mathematical model (a model for formal mathematics). In the realistic model emerged from students' informal strategies in response to real problems for later formulated in formal mathematics, this kind of process in accordance with the historical development of mathematics itself.

Reflecting the above activities in learning the Numbers Fractions through PMRI presumably can be concluded:

Student:
1. Students should be given opportunities to explore and reflect on alternative concepts about ideas that affect learning fractions later.

2. Students should be given opportunities to explore and acquire new knowledge about fractions by establishing that knowledge for themselves.

3. Students should be given opportunities to acquire knowledge as a process of change that includes the addition, creation, modification, refinement, and rejection realignment.
4. Students should be given opportunities to acquire new knowledge of fractions built by students for themselves derived from a set range of experience

5. Students should be given opportunities to understand, and implement work fractions.

Teachers need to revitalize themselves so that:

1. Set himself as a facilitator

2. Be able to develop an interactive learning

3. Be able to provide the opportunity for students to be active.

4. Be able to develop curriculum and syllabus and curriculum actively associate with the real world, both physically and socially.

5. Be able to develop learning scenarios:

a. Interaction scheme: Classical, Group Discussion, Individual Activities
b. Scheme Achieving Competency: Motivation, Attitude, Knowledge, Skill, and Experience