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Realistic Mathematics Education
Realistic Mathematics Education
1st GROUP
JALIL SETIAWAN JAMAL
NOOR AZIZAH
ARINI ANSAR
WIDURI ANANDA PUTRI
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PREFACE
Praise were offered the presence of Allah Almighty, who has been
delegated
His guidance and aid, so this paper can be solved by not a hitch. The
purpose of this paper was written to fulfill the task. Fully aware that this paper
can not be resolved without assistance, guidance, and support from various
parties. Therefore in this opportunity authors express appreciation and
gratitude to the lecturer of this subject, who has given us like a forward of this
material.
Hopefully, participation and guidance they can add insight and
knowledge. However, in this paper is still far from realizing, so with all humility
the writer expects criticism and constructive suggestions for the perfection of
writing in the foreseeable come.
Finally, the authors hope this paper can be useful and be supporting the
development of educational science, particularly mathematics education
Writer
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CONTENTS
TITTLE .................................................................................................................i
PREFACE ............................................................................................................ii
CONTENTS ........................................................................................................iii
CHAPTER I INTRODUCTION
A. Background .............................................................................................1
B. Problem Statement ................................................................................2
C. Objective of Paper ..................................................................................2
CHAPTER II REALISTIC MATHEMATICS EDUCATION
A. Definition of realistic mathematics education ......................................4
B. Realistic mathematics education’s key principles ..................................6
C. Characteristic of rme's teaching and learning principles ........................ 17
D. The steps of realistic mathematics education ........................................20
E. Advantages and disadvantages of realistic mathematics education .....23
F. Theories that support the realistic mathematics education .................23
CHAPTER III CLOSING
A. Conclusion ..............................................................................................32
B. Suggestion...............................................................................................32
BIBLIOGRAPHY .................................................................................................34
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CHAPTER I
INTRODUCTION
B. Background
"According to Jenning and Dunne (1999) says that, most students have
difficulty in applying mathematics to real life situations." This is causing the
difficulty of mathematics for students is due in less meaningful mathematics
learning, and teachers in learning in the classroom does not associate with
scheme which has been owned by the students and the students lack the
opportunity to rediscover the ideas of mathematics. Linking real-life
experiences, children with mathematical ideas in learning in the classroom is
very important for learning mathematics meaningful.
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C. Problem Statement
Base to the background before, can be made some problem statement like:
1. What the definition of realistic mathematics education?
2. What the realistic mathematics education’s key principles?
3. What the characteristic of rme's teaching and learning principles?
4. What the steps of realistic mathematics education?
5. What the advantages and disadvantages of realistic mathematics
education?
6. What theories that support the realistic mathematics education?
D. Objective of Paper
Base to the problem statement before, can be made the objective of paper
like:
1. To know the definition of realistic mathematics education.
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education.
6. To know theories that support the realistic mathematics education.
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CHAPTER II
REALISTIC MATHEMATICS EDUCATION
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“The key idea of RME Is That Children Should Be given the opportunity
to reinvent mathematics under the guidance of an adult (teacher). In
addition, the formal mathematical knowledge can be developed from
children's informal knowledge.”
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From some of the above opinions can also be said that the RME or
Realistic approach is a learning approach that uses everyday problems as a
source of inspiration in the formation of concepts and apply these concepts or
can be considered a learning mathematics based on real things or real for
students and refers to the social constructivist.
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According to Gravemeijer (1994, 1997) there are two things that can
be used to realize the reinvention principle. Firstly, from knowledge of
the history of mathematics we can learn how certain knowledge developed.
This may help the developer/instructional designer to lay out the
intermediate steps, by which the intended mathematics could be reinvented.
It means that students can learn from the work of mathematicians.
Secondly, by giving a contextual problem that has various informal solution
procedures, continued by mathematizing similar solution procedures, will also
create the opportunity for the reinvention process. To do so the
developer/instructional designers need to find contextual problems that
allow for a wide variety of solution procedures, especially those which
considered together already indicate a possible learning route through a
process of progressive mathematization.
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The problem is the actual aim rather than the use of a mathematical
tool;
Solving the problem is done in an informal way rather than applying
a standard procedure;
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Reinvention process
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2. Didactical Phenomenology
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3. Self-developed models
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to use his own way. In the process of solving problems, students actually lured
or directed to think discover or construct knowledge for themselves. At this
stage it is possible for teachers to provide the necessary assistance (scaffolding)
to students who really need help. At this stage, the two principles of realistic
mathematics that can be raised is Reinvention and progressive mathematizing
guided and self-developed models. While the characteristics that can be raised
is the use of models. In solving problems students have the freedom to build
models of the problem.
Step 4. Compare and discuss answers.
At this stage the teacher first asks students to compare and discuss
answers with their partner. This discussion is a vehicle for a pair of students
discuss their answers. From these discussions are expected to appear to answer
agreed upon by both students. Next the teacher asks students to compare and
discuss answers in class discussions held. At this stage the teacher pointing or
giving students the opportunity to partner to bring the answers he has to face
the class and encourage other students to examine and respond to the answers
that appear in front of the class. Characteristics of learning mathematics that
appears realistic at this stage are interactive and use student contributions.
Interactions can occur between students and between teachers and students are
also students. In this discussion, student contributions useful in solving
problems.
Step 5. Conclude
From the results of class discussions teachers lead students to draw
conclusions about problem solving, concepts, procedures or principles that
have built together. At this stage of learning the characteristics of realistic
mathematics that emerges is interactive and use student contributions.
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c. Ask questions
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2. Vygotsky Theory
Matthews and O'Loughlin (in Suparno, 1997: 41) argues that Piaget's
theory was developed with greater emphasis on personal aspects. This theory is
considered too subjective and less social, so that community and
environmental factors less attention in the process of a child's intellectual
development. Unlike Piaget, Vygotsky (in Ibrahim, 1999: 18) argues that the
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The first key idea is to explain Vygotsky views about the importance of
social interaction in the learning process of children. Vygotsky (in Nur, 1999:
3) argued that children learn through interaction with adults or peers. In such a
learning process, a child who is learning not only convey your understanding
of a problem to himself, but he also can deliver it to other people around him.
Cooperative learning are interwoven by social intraksi participants learn to give
the benefit of learning outcomes that are open to all students and other
students' thinking process open to other students. b. Areas nearby
development (zone of proximal development).
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works in areas closest developments involved in the tasks themselves are not
capable of completion. It requires the presence of people who are better able to
help. By doing a series of learning tasks in the area nearest the development of
a child is expected to reach a certain proficiency level in next time. Thus the
learning process in the region nearest the development can be viewed as a
process of transition or a transition from the level of actual development to
the level of potential development.
c. Cognitive Apprenticeship
The key idea is a combination of two key ideas of the first, namely the
social nature and development of nearby areas. According to Vygotsky, in the
process of cognitive apprenticeship a student to gradually achieve expertise in
interaction with an expert, adults or their peers with more knowledge (Nur,
1999: 5). Implementation of this idea is the formation of heterogeneous
cooperative learning groups so that students are more intelligent may help
students who are less good at completing tasks.
d. Scaffolding
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1999: 5). From this, in contrast to traditional bottom-up model, where basic
skills are given in stages to achieve a more complex skills. The implications that
arise on the view Vygotsky in education of children is the need for an
encouragement to students to interact with people around him who have
better knowledge that can provide assistance in intellectual development. More
broadly than that, the constructivist emphasis for educators pay attention to
the existence of the school situation, community and friends around someone
who can affect the intellectual development of his students (Cobb in Suparno,
1997: 96). One of the characteristics of realistic mathematics learning is the
discovery of concepts and problem solving as a result of false ideas of the
students. The contribution of these ideas could be realized through the
learning process in which there is interaction between students and students,
between students and teachers or between students with their environment.
Thus, in addition to any mental activity that was personal, in realistic
mathematics teachers need to encourage the emergence of social interaction
between members of the class in the process of construct knowledge. Through
these social interactions are more capable students the opportunity to convey
the understanding that it has on other students who are weaker. This allows for
students who are weaker are obtained from actual development to increase
potential growth for students who are better able to help. While on the other
hand teachers have a role in helping students who have difficulty with giving
directions, instructions, warnings and encouragement. Thus it appears that the
learning process in line with realistic math that Vygotsky theories emphasize
the importance of social interaction in the intellectual development of
children.
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problems at the group level or grade level. In the discussion group or the class
teacher should encourage the spirit of sharing and respect the views of other
parties. While the interaction that can be built by teachers with students is to
provide assistance as needed without having to limit the range of students to
express her ideas.
3. Ausubel Theory
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context. The use of realistic context for learning mathematics means that the
everyday environment or students' existing knowledge can be used as part of
learning materials for students. What is going on around students and student
knowledge is a valuable material to serve as the contextual issues that became
the starting point of students' thinking activity. The problem is thus more
meaningful to students because it is still within range of knowledge that has
been owned by previous students. Therefore, to solve contextual problems a
student should be able to relate the knowledge that has been held with the
problem. Thus a student will successfully solve the problem if he has enough
contextual knowledge related to the problem. In addition, students also must
be able to apply knowledge that has been held to resolve these contextual
issues. Thus the presentation of contextual problems for students in
mathematics realistic in line with the theory of meaningful learning Ausubel.
4. Bruner Theory
Similar to what was raised as Piaget, Bruner argues that there are three
stages of mental development through which students in the learning process.
But the third stage of thinking by
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CHAPTER III
CLOSING
A. Conclusion
B. Suggestion
To make this paper we (writer) have arduousness to collect the
literatures about this material because in library there are just few books about
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that. And we also have limitation to find literature in another place or out of
library campus or we just can see in the internet. So that, we suggest to library
administration to more maximize their collection books especially in subject
strategies and models of learning. Actually in the making of this paper, we still
have confusing about the materials because there are many term we don’t
know what its mean. So for the lecture, please explain more about this
material.
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BIBLIOGRAPHY
Freudental, H. 1973. Mathematics as an Educational Task. Dordrecht: Reidel
Publising.
Gravemeijer, K. 1994. Developing Realistic Mathematics Education. Utrecht:
Freudental Institute.
Fauzan, Muhammad. 2002. Application Realistic Mathematics Education
(RME) In Teaching Geometry In Indonesian Primary School. Surabaya.
Hergenhahn, B.R. and Matthew H. Olson. 2008. Theories of Learning. Perason
Education.
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