PERBANDINGAN ANTARA PROSES PEMBELAJARAN MATEMATIKA DAN STRATEGI MENYELESAIKAN MASALAH TENTANG PECAHAN OLEH SISWA SEKOLAH DASAR DI SEKOLAH YANG MENGIMPLEMENTASIKAN PMRI DAN YANG TIDAK MENGIMPLEMENTASIKAN PMRI

Mujib, (2010) PERBANDINGAN ANTARA PROSES PEMBELAJARAN MATEMATIKA DAN STRATEGI MENYELESAIKAN MASALAH TENTANG PECAHAN OLEH SISWA SEKOLAH DASAR DI SEKOLAH YANG MENGIMPLEMENTASIKAN PMRI DAN YANG TIDAK MENGIMPLEMENTASIKAN PMRI. PhD thesis, Universitas Sebelas Maret Surakarta.

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    Abstract

    Mujib, S850907016, 2010. A Comparative study between the elementary students which implements PMRI and the elementary students of non-PMRI in mathematics instructional process and strategy to deal with fraction.Supervising Commission I: Dr Y Marpaung, II: Drs. Pangadi, M.Si. Postgraduate Program of Mathematics Education, Sebelas Maret University Surakata. In Indonesia, the application of Realistic Mathematics Education (RME) model is recognized as Realistic Mathematics Education of Indonesia the model is important because teaching-learning process is run on the base of context for a progressive mathematics learning where pupils can develop informal context-specific solution strategies from various situations that are realistically undergone. Therefore, purposes of this study are: first, to find out the mathematics learning in both PMRI school and non-PMRI classes in view of teacher’s activeness, pupil’s activeness, and pupil’s interaction; second, to find out pupil’s enthusiasm on the subject of mathematics in both PMRI and non-PMRI schools; and third, to find out the thinking or reasoning process of pupil in solving the fraction-related mathematics problems in class of both PMRI and non-PMRI schools. The study was done by using a descriptive qualitative with a comparative approach. Data were collected by using observation, interview, and documentary techniques. Data obtained were analyzed using a descriptive qualitative technique. Result of the study indicates that (1) SD PMRI had some characteristics allowing pupil to undergo a progressive mathematics learning, which was indicated by as follows: (a) The teacher begun the class by providing pupils with contextual problem while the pupils actively participated using the model; (b) It was pupils centered: the teacher explained the concept and gave the pupils opportunity to deal with the problems with their own ways; (c) There were interaction between the teacher and the pupils and interaction between pupils when doing the exercises. In SD Non-PMRI; (a) The teacher explained the lesson while the pupils were passive; (b) The pupils were quickly felt bored and did not like to learn mathematics as they considered it was a difficult subject; (3) Thinking/logical process of pupils in SD Non-PMRI (a) The pupils oriented on result rather than process. In solving problems, the pupils made use only one way. They had same way of thinking, commonly it was formal; (b) The pupils could not explain their ideas clearly. Keywords: PMRI, Teacher’s Activeness, Pupil’s Activeness, Teacher-Pupil Interaction, Pupil-pupil Interaction, Problem-solving Process.

    Item Type: Thesis (PhD)
    Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
    Divisions: Pasca Sarjana > Magister > Pendidikan Matematika - S2
    Depositing User: Users 849 not found.
    Date Deposited: 13 Jul 2013 16:56
    Last Modified: 13 Jul 2013 16:56
    URI: https://eprints.uns.ac.id/id/eprint/3089

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