The Effectiveness of RME Learning Model Towards Problem Solving Ability of Students of Universitas PGRI Adi Buana Surabaya at The Material Geometry


ICETA 8 || 8th International Conference on Educational Technology of Adi Buana Surabaya
29 Oktober 2016 || ISBN: 978-979-8559-98-3
Penerbit : University of PGRI Adi Buana Surabaya

Penulis  : Via Yustitia

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Abstract

The purpose of this research to know: (1) whether the average problem solving abilities of students who were taught using RME learning model can achieve exhaustiveness learning; (2) whether the average problem solving abilities of students who were taught using RME learning model are better than average the average problem solving ability of students who were taught using conventional learning model.

The population in this research is students of PGSD Universitas PGRI Adi Buana Surabaya. By simple random sampling technique obtained two classes as a research sample, namely class 2015 C as the experimental class and class 2015 A as the control class. The data was collected by the test methods.

The results of the reserch that the experiment class and control class had achieve exhaustiveness learning. Test similarity of the average problem solving abilities the data showed that the average problem solving abilities experiment group better than the control group. From the above description it can be concluded that the application of RME learning model is effective towards problem solving ability of students of Universitas PGRI Adi Buana Surabaya at the material geometry.

Keywords: geometry, problem solving ability, realistic mathematics education (RME).

 

INTRODUCTION

Mathematics is one of the discipline can develop a way of thinking (Herman Hudojo, 2003: 40). Mathematics learned from primary school to university. One of the aims of learning math is develop the ability problem solving. Problem solving is part of the curriculum very important, because in learning and resolution students possible to obtain experience know and skills those they have to apply to solving problems that are not routinely (Suherman , 2003: 83) .

Based on the results of a center for development research refresher courses math teacher express in some regions in indonesia different, the majority of student elementary and junior high schools difficulties in translating about our daily lives to mathematical model and finish the questions have been solving a problem. The majority of students diploma degree difficulty in resolving questions have been solving a problem are the type. As many as 42,15 % learning outcomes aspects of problem solving matter geometry student can’t achieve exhaustiveness learning. Based on researchers own observations as lecturers pengampu lecture the concept of basic math, seen that mahasiswamengalami difficulty in resolving are the type about solving a problem. The implementation of their experiences in the university diploma degree PGRI Adi Buana Surabaya still use traditional learning, of facilities and infrastructure has not been fully used with either. Student learning activities is not optimal , this can be observed with only 20 percent of a student who asked during the process of learning. The low study results aspects problem solving students more visible especially in to the matter that is abstract that calls for visualize, namely to the matter geometry.

Problem solving is a basic activity for humans. According to polya, the solution of a problem as the effort to look for a solution to an adversity, achieve a goal that is not in the immediate attainable . Polya submitted four  step that could be pursued in order to solve a problem namely: (1) understand a problem; (2) planned problem solving; (3) implemented problem solving; (4) look back. The ability of the solution of a problem in this research is to be able to students in resolving about tests the ability of the solution of a problem on any material geometry and results are at a value .

Problem solving ability in lecture the concept of basic mathematical is a component has an important role in building power mathematics students. Hence, to build the capacity above lecturers as the actor in the class must be created learning meaningful for students, one of them is find strategy or methods precisely so the ability problem solving and the motivation to study students can tereksplorasi well .One of the models in learning that can be used is the model realistic mathematics education ( RME ). Learning with RME help lecturers link material to the real world students and prod a student made contact between knowledge it owned with daily life

According to de lange (in Achmad Fauzan, 2002: 44-45), learning mathematics realistic carried out is using it the real world, models, the production and construction, interactive, and relatedness. This is in line with the opinions Herman Hudojo (2003: 147) that principles of learning realistic: (1) dominated by problems real; (2) of attention was given the development of models , situation , the scheme , and symbols; (3) active participation students; (4) interactive as characteristic of learning mathematics; (5) intertwining (making interlacing) between subjects of basic .Although the five principles main of the skeleton realistic is used to main development learning mathematics, but in design learning sometimes fifth that principle not all of them appear.

From the background above, appear problems the following  (1) whether the average capability problem solving students who had use the model learning RME can achieve exhaustiveness learning? (2) whether the average problem solving abilities of students who were taught using RME learning model are better than average the average problem solving ability of students who were taught using conventional learning model?The purpose of this research is to find effectiveness of learning model rme of the ability of problem solving students PGSD PGRI Adi Buana Surabaya University to the matter geometry .

 

RESEARCH METHODS

The kind of research used in this research is research experiment. Design research this experiment use the form of true experimental design type posttest only control (Sugiono, 2008). Population in research this is a student pgsd university pgri adi buana surabaya the 2015, consisting of 120 students .

Variable to be measured in this research is problem solving ability. Technique the sample collection using a technique simple random sampling. Sample in this research was a class 2015C as a class experiment who had use the model learning rme and class 2015A as a class control who had use the model learning traditional .An instrument used for data collection is tests the ability of problem solving .Technique the data in this research in a test .Preliminary data obtained of the value of uts the first half  odd lecture the concept of basic mathematical students the 2015. Analysis preliminary data covering test normality and homogeneity population , test in common the average (the two parties). Data analysis the end of covering test normality and the homogeneity class sample, test ketuntasan learning (test t and the the proportion of the left hand, and the similarity the average the right.

 

RESULT AND DISCUSSION

Based on analysis of the preliminary data, known that the normal and having variance homogeneous .Test results in common the average show that the two sample have the ability early same. Data analysis the end of done after obtained value students tests the ability of problem solving to the matter quadrilateral . The results of the analysis descriptive data the end of can be seen in table 1 the following .

 

Table 1 .The results of the analysis descriptive data the end

 Class N Maximum Value Minimum Value Average Varians Deviation Standart
Eksperiment 40 100 64 84,13 87,55 9,36
control 40 92 62 78,93 49,97 7,07

 

Based on the calculation on test normality data final grade sample obtained  = 10,27 dan  = 11,1 with the economic situation of real  . Because <; so H0 accepted , it means data final grade sample berdistribusi normal .Based on the calculation on homogeneity test , obtained  and   with the economic situation of real   dk numerator  dk the denominator  . Because  so H0 accepted, it means class sample have variance homogeneous.

Based on the calculation of the individual ketuntasan use test t one party (test the left indicate that data the last on class who had use the model learning RME and class who had use the model learning traditional reached exhaustiveness individual. The results of achieve individual class samples can be seen in table 2 the following .

 

Table 2.The results of the individual exhaustiveness class sample

Kelas N Average Criteria
Eksperiment 40 84,13 76 5,49 -1,68  accepted
Control 40 78,93 76 2,62 -1,68  accepted

 

Based on the calculation of using test klasikal test the proportion of one party (test parties left) data shows that the last on sample class reached individual exhaustiveness. Testing shows clasikal exhaustiveness class samples can be seen in table 3 below.

 

Table 3. Test results ketuntasan klasikal class sample

Class N Exhaustiveness

Percentation (π)

Criteria
Eksperiment 35 40 88% 1,90 -1,64  accepted
Control 31 40 78% 0,44 -1,64  accepted

 

Evaluation of the performance of lecturers should be conducted in every learning activities held where the class his experiments with learning model rme and on class control by traditional learning model.Assessment aims to understand how big the ability of researchers act as lecturer in managing class to follow.Assessment handed over to an observer that is a lecturer at the PGSD PGRI Adi Buana Surabaya university. The results of the analysis observation performance lecturers can be seen in table 4 below.

 

Table 4.The results of the analysis observation performance lecturers

Meeting performance lecturers percentage
 Eksperiment Class Criteria Control Class Criteria
  Skor %   Skor %  
1 33 68,7 Baik 36 63,3 Good
2 36 75 Good 42 70 Good
3 39 81,25 Very good 46 76,6 Very good
4 40 83,3 Very good 48 80 Very good
5 42 87,5 Very Good 51 85 Very good
6 45 93,7 Very Good 53 88,3 Very good
Average 235 81,6 Very Good 276 76,6 Very good

 

Assessment activity students conducted every learning activities held, where the class experiment who had with learning model rme and class control by traditional learning model. Assessment aims to understand how big activity students in following learning activities.The assessment results of the activity student learning activities in the class experimentation and class control can be seen in table 5 the following.

 

Table 5.The results of the analysis activity students

Meeting activity students percentage
Eksperiment Class Criteria Control Class Criteria
  Skor %   Skor %  
1 34 65,3 Good 33 63,4 Good
2 40 76,9 Good 35 67,3 Good
3 43 82 Very Good 38 73,1 Good
4 45 86,5 Very Good 40 76,9 Very Good
5 47 90,3 Very Good 42 80,8 Very Good
6 49 94,2 Very Good 44 84,6 Very Good
Average 258 82,6 Very Good 232 74,3 Good

 

Learning on class experiment apply learning model RME. The implementation of learning rme to research was carried out across four stage, namely understand a problem contextual, the problem of contextual, comparing and discuss the answer, and conclude.

Students enthusiastic in following learning to the level of liveliness excellent. This is in accordance with theoretical learning Vygotsky and Piaget, as was quoted as saying by Trianto (2007), the social interaction students required in building experience and new knowledge  into something meaningful. Learning RME able to make more students interested and not bored learn math.

The role of lecturer in learning RME is as facilitator, can afford to build learning interactive, lecturers actively interpret problems to the real world, lecturers have to connect math curriculum to the real world, both physically and social.Excellence learning model rme according to Fadjar Shadiq (2009) between other building knowledge own so the university students never forget, the atmosphere in learning exciting for use reality life, that students not rapid bored learn math, and students become valued and keeps open with the student learning take a value.In addition, rme also able to fertilize cooperation in the group, train courage because students should explain the answer, train students to get used reflect and their opinions, and educate the manners of a student.

Learning realistic mathematis education (RME) allowing it to students construction their knowledge itself through various of activity during learning activities. Ideas or thought delivered students as a result pengkonstruksian knowledge students monitored by lecturer and evaluated with a discussion which involved all students .This is in line with the opinions Anggit Prabowo (2015), mathematics taught as an activity in learning RME. The concept of which have been found students used to the problem of either individually or in groups .

Learning model rme applied in class experiment effective in the ability of problem solving.Based on the calculation of test in common an average of one party (test the right hand obtained) diperoleh thitung = 2,805 dan ttabel = 1,665. Because thitung > ttabel  so h0 rejected, it means the average capability problem solving mahasiswakelas experiment better than on class control.This is in line with the results of the study Endang Dhamayanti (2006) showing that the adoption of learning realistic can creative students in the problem of contextual based on the knowledge.

From the explanation of the above discussion, it can be inferred that the learning model RME very well applied to learning Basic math concepts particular to Adi Buana University PGRI PGSD Surabaya. Because if applied properly can make math learning become more effective problem-solving ability so that university students on the material of geometry for the better, as well as the learning activities of students also get better.

 

CONCLUSION

Based on the research done and discussion can be concluded that the average problem solving ability students who had use the model learning RME can achieve exhaustiveness learning and the average problem solving ability students who had use the model learning rme better than students who had use the model learning traditional .

 

REFERENCES

Anggit Prabowo. 2014. Aktivitas Siswa dalam Pembelajaran Matematika dengan Pendekatan Realistic Mathematics Education (RME). Hlm. 28-36. Prosiding Seminar Nasional Program Studi Pendidikan Dasar Yogyakarta: UNY.

Endang Dhamayanti. 2006. Meningkatkan Kemampuan Mahasiswa dalam Menyelesaikan Masalah Matematika Ekonomi Melalui Penerapan Model Pembelajaran Matematika Realistik. Hlm. 36-40. Proccedings Research and Studies. Universitas Tanjungpura.

Hudojo, H. 2003. Pengembangan Kurikulum dan Pembelajaran Matematika. Malang: UM Press.

Fajar Shadiq. 2009. Penalaran, Pemecahan Masalah,dan Komunikasi dalam Pembelajaran Matematika.Yogyakarta: Departemen pendidikan Nasional Direktorat Jendral Pendidikan Dasar dan Menengah Pusat Pengembangan Penataran Guru (PPPG) Matematika.

Achmad Fauzan. 2002. Appliying Realistic Mathematics Education (RME) In Teaching Geometry in Indonesian Primary School. Disertasi:  University of Twente Ducth

Polya, G. 1973. How To Solve It. New Jersey: Princeton University Press.

Sugiyono. 2008. Statistika Penelitian Kuantitatif Kualitatif dan R&D. Bandung: CV Alfabet

Suherman, E dkk. 2003. Strategi Pembelajaran Matematika Kontemporer. Bandung: JICA.

Suyitno, A. 2004. Dasar-Dasar dan Proses Pembelajaran Matematika I. Semarang: FMIPA Unnes.

Trianto. 2007. Model-Model Pembelajaran Inovatif Berorientasi Konstruktivistik. Jakarta: Prestasi Pustaka Publisher.

 

PRESENTER’S PAPERS

Via Yustitia was born on January 16th, 1991 in Pemalang, Central Java. Education S-1 in Semarang State University, Teaching Faculty of Education Departement of mathematics and graduated in 2012. Postgraduate S-2 degree (M.Pd) Mathematics Education in Sebelas Maret University in 2015. She  has been a faculty member of Primary School Teacher Education Departement, University of PGRI Adi Buana Surabaya since July 2015.