The implementation of progressive mathematization model as a mean to enhance understanding and communication ability of junior high school students

Klara Iswara Sukmawati

doi:10.21831/jrpm.v5i1.16056

The implementation of progressive mathematization model as a mean to enhance understanding and communication ability of junior high school students

Klara Iswara Sukmawati, Program Studi Pendidikan Matematika, Sekolah Tinggi Keguruan dan Ilmu Pendidikan Surya, Indonesia

10.21831/jrpm.v5i1.16056

Abstract

The study was based on the importance of students’ mathematical understanding and communication ability. Students need some efforts in attaining mathematical understanding and communication ability. As a result, the researcher sensed that it should be designed A Progressive Mathematization Model in order to enhance the mathematical understanding and communication ability of the students especially the junior high school ones. Then, in conducting the study the main purpose was to analyze the enhancement of mathematical understanding and communication ability of the students. The study was a quantitative research. The population in this study was the seventh-grade students of SMPN 1 Pagedangan and the sample in this study consisted of two groups that had been selected by applying a purposive sampling. The researcher utilizing four test instruments of mathematical understanding and communication ability within the study. The data that had been gathered would be analysed by means of independent t-test. The findings of the study showed that the enhancement of mathematical understanding and communication ability of the students through a progressive mathematization model had been better than the enhancement of mathematical understanding and communication ability of the students using the conventional learning.

Keywords

progressive mathematization model; mathematical understanding ability; mathematical communication ability

Full Text:

FULLTEXT PDF

References

Anggraeni, D. (2013). Meningkatkan kemampuan pemahaman dan komunikasi matematik siswa smk melalui pendekatan kontekstual dan strategi formulate-share-listen-create (FSLC). Infinity Journal, 2(1), 1. https://doi.org/10.22460/infinity.v2i1.20

Ansari, B. I. (2013). Menumbuhkembangkan kemampuan pemahaman dan kemampuan komunikasi siswa melalui strategi think-talk-write: Studi eksperimen pada siswa kelas 1 SMUN di Kota Bandung. Universitas Pendidikan Indonesia.

Asikin, M., & Pujiadi, P. (2011). Pengaruh model pembelajaran matematika creative problem solving (CPS) berbantuan CD interaktif terhadap kemampuan pemecahan masalah pada siswa SMA kelas X. Lembaran Ilmu Kependidikan, 37(1). Retrieved from https://journal.unnes.ac.id/nju/index.php/LIK/article/view/514

Baroody, A. J., & Coslick, R. T. (1993). Problem solving, reasoning, and communicating, K-8 : helping children think mathematically. New York, NY: Merrill.

Einstein, A. (n.d.). If you can’t explain it simply, you don’t understand it well enough. Retrieved May 23, 2018, from https://www.brainyquote.com/quotes/albert_einstein_383803

Gravemeijer, K. P. E. (1994). Developing realistic mathematics education: Ontwikkelen van Realistisch Reken/wiskundeonderwijs. Utrecht: CD-[beta] Press.

Hendriana, H. (2012). Pembelajaran matematika humanis dengan metaphorical thinking untuk meningkatkan kepercayaan diri siswa. Infinity Journal, 1(1), 90. https://doi.org/10.22460/infinity.v1i1.9

Herawati, O. D. P., Siroj, R., & Basir, D. (2010). Pengaruh pembelajaran problem posing terhadap kemampuan pemahaman konsep matematika siswa kelas XI IPA SMA Negeri 6 Palembang. Jurnal Pendidikan Matematika, 4(1), 70–80. Retrieved from https://ejournal.unsri.ac.id/index.php/jpm/article/view/312/75

Hudoyo, H. (1985). Teori belajar dalam proses belajar-mengajar matematika. Jakarta: Depdikbud.

Idris, N. (2009). Enhancing students’ understanding in calculus trough writing. IEJME-Mathematics Education, 4(1), 36–55. Retrieved from http://www.iejme.com/makale/323

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston. VA: National Council of Teachers of Mathematics.

Nelissen, J. M. C. (1993). Learning and thought processes in realistics mathematics instruction. Utrecht: James Nicholas Publisher.

Ontario Ministry of Education. (2005). The Ontario curriculum, grades 1 to 8: Mathematics. Toronto, ON: Queen’s Printer for Ontario.

Pugalee, D. (2001). Spotlight on the standards: using communication to develop students’ mathematical literacy. Mathematics Teaching in the Middle School, 6(5). Retrieved from https://www.nctm.org/Publications/mathematics-teaching-in-middle-school/2001/Vol6/Issue5/Spotlight-on-the-Standards_-Using-Communication-to-Develop-Students_-Mathematical-Literacy/

Rudhito, M. A. (2005). Perancangan dan pelaksanaan model pembelajaran persamaan kuadrat untuk kelas X SMA dengan pendekatan matematisasi berjenjang. Widya Dharma, 16(1), 67–76. Retrieved from http://e-journal.usd.ac.id/index.php/WidyaDharma

Subagiana, S. (2009). Peningkatan kemampuan pemahaman dan komunikasi matematis siswa SMP menggunakan model pembelajaran kooperatif tipe teams assisted individualization (TAI) dengan pendekatan kontekstual. Universitas Pendidikan Indonesia.

Sukmawati, K. I. (2010). Penerapan matematisasi berjenjang pada materi perkalian aljabar dan pemfaktoran sebagai upaya meningkatkan hasil belajar dan minat siswa di kelas VIIB SMP Pangudi Luhur Yogyakarta tahun ajaran 2011/2012. Universitas Sanata Dharma.

Sukmawati, K. I. (2014). Penerapan model matematisasi berjenjang pada materi penjumlahan dan pengurangan bilangan bulat. In Prosiding Seminar Pendidikan Matematika Universitas Ahmad Dahlan Yogyakarta. Yogyakarta: Universitas Ahmad Dahlan Yogyakarta.

Susento, S. (2007). Model pembelajaran matematisasi berjenjang. Yogyakarta.

Susento, S., & Rudhito, M. A. (2008). Model pembelajaran matematisasi berjenjang: Integrasi pendekatan-pendekatan konstruktivistik, kontekstual dan kolaboratif. In Prosiding Seminar Nasional Sain dan Pendidikan Sain, ”Pembelajaran Sain yang Menarik dan Menantang” FSM UKSW. Salatiga: Universitas Kristen Setya Wacana.

Treffers, A. (1993). Wiskobas and Freudenthal realistic mathematics education. Educational Studies in Mathematics, 25(1–2), 89–108. https://doi.org/10.1007/BF01274104

Winayawati, L., Waluya, S. B., & Junaedi, I. (2012). Implementasi model pembelajaran kooperatif dengan strategi think-talk-write terhadap kemampuan menulis rangkuman dan pemahaman matematis materi integral. Unnes Journal of Mathematics Education Research, 1(1), 65–71. Retrieved from https://journal.unnes.ac.id/sju/index.php/ujmer/article/view/36

DOI: https://doi.org/10.21831/jrpm.v5i1.16056