Pendekatan Matematika Realistik pada Pembelajaran Pecahan di SMP
By : Dr. Marsigit
Summary by : Fatikha Akfini Anantaputri (09313244012)
Friday, September 23, 2011
As we know, Realistic mathematics emphasizes construction of the context of concrete objects as a starting point to students to acquire mathematical concepts. According to Hans Freudental in Sugiman (2007) mathematics is an human activity and must be linked to reality. Thus when the students do activities to learn mathematics so in themselves happen a mathematization process. There are two kinds mathematization, namely: (1) Horizontal mathematization, and (2) Vertical mathematization. Horizontal mathematization proceeds from the real world into the mathematical symbols. The process occurs in students when he was confronted with the problematic that the life / real situations. While a Vertical mathematization processes that occur in the mathematical system itself, for example: discover strategy in resolve the problems, linking the relationship between mathematical concepts or applying the formula / formulas findings.
Learning Numbers Fractions through PMRI would be analyzed as follows, for the students: (1) Students should be given opportunities to explore and reflect on the alternative concept about fractions that affect learning of mathematics, (2) Students should be given opportunities to explore and gain new knowledge about fractions by establishing that knowledge to own himself, (3) Students should be given opportunities to acquire knowledge as a changes process include the addition, creation, modification, refinement, rearrangement and rejection, (4) Students should be given opportunities to acquire new knowledge about fractions which was built by students for itself derived from diverse set of experiences, (5) Students should be given opportunities to understand, work and implement fractions.
Teachers need to revitalize itself so that: (1) Role as a facilitator, (2) Able to develop an interactive learning, (3) Being able to provide the opportunity for students to be active, (4) Able to develop curriculum and syllabus and actively associate curriculum with the real world, both physically and socially, (5) Able to develop learning scenarios: (a) Interaction scheme: Classical, Group Discussion, Individual Activities, (b) Scheme Achieving Competency: Motivation, Attitude, Knowledge, Skill, and experience.
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