Review 5

PENDEKATAN MATEMATIKA REALISTIK PADA

PEMBELAJARAN PECAHAN DI SMP

Disampaikan pada

Pelatihan Nasional PMRI Untuk Guru SMP

Di Yogyakarta

3, 4, 5 Juni 2010

Oleh

Dr. Marsigit

Jurusan Pendidikan Matematika,

FMIPA Universitas Negeri Yogyakarta

Reviewed by: Felisitas Sayekti Purnama U (09301241007) Student of Mathematics Education 2009 in Yogyakarta State University (http://felisitassayekti.blogspot.com)

Fraction was studied by secondary school students. The purpose of learning fractions in school as follows:

1.      Solve problems and find the concept of numbers contextual broke from contextual problems are solved.

2.      Understand the concept of numbers broke out, explain the link between concept and apply the concept of numbers broke, flexibly, accurately, efficiently, and appropriately, in solving problems.

3.      Using the reasoning on the pattern and nature, to manipulate and make generalizations about the numbers break.

4.      Communicating the concepts and use numbers broken.

5.      Having respect for the usefulness numbers break in daily life.

Mathematics realistic approach is suitable for the type of learning fractions in school. Type of having realistic characteristics buttom-up approach in which students develop their own models and then the model is used as the basis for developing formal mathematics. There are two kinds of models that occur in the process that is a model of the situation (a model of situation) and a model for mathematical (formal model for mathematics). Four-phase model of Realistic Mathematics learning is:

1.      Preliminary

2.      Creation and development of symbolic model

3.      Explanation and reasons

4.      Closing / application

Development of mathematical concepts through "Iceberg" PMRI are:

1.      Formal abstract

2.      Builder knowledge

3.      Formation scheme

4.      Real world

The most important thing in learning fractions through PMRI are:

1.      Students should be given opportunities to explore and reflect on alternative concepts about ideas that affect learning fractions later.

2.      Students should be given opportunities to explore and acquire new pengetahauan about fractions by establishing that knowledge to himself.

3.      Students should be given opportunities to acquire knowledge as a process of change that includes the addition, creation, modification, refinement, and rejection realignment.

4.      Students should be given opportunities to acquire new knowledge of fractions built by students for itself derived from a set of diverse experiences.

5.      Students should be given opportunities to understand, and implement work fractions.

Teacher need to revitalize itself so that:

1.      As himself as a facilitator.

2.      Able to develop interactive learning.

3.      Being able to provide the opportunity for students to be active.

4.      Able to develop curriculum and syllabus and curriculum actively associate with the real world, both physically and socially.

5.      Able to develop learning scenarios Interaction Scheme namely: classical, Group Discussion, Individual Activities and Achievements Scheme Competency: Motivation, Attitude, Knowledge, Skill, and Experience.