PENDEKATAN MATEMATIKA REALISTIK PADA
PEMBELAJARAN PECAHAN DI SMP
By: Dr. Marsigit
Universitas Negeri Yogyakarta
Reviewed by: Siti Nurchoiriyah
As we have seen, Realistic Mathematics emphasizes the construction of the context of concrete objects as a starting point for students to acquire mathematical concepts. Concrete objects and environment objects can be used as a context for learning mathematics in building mathematical connections through social interaction. Concrete objects manipulated by the student within the framework of efforts to support students in the process matematisasi concrete to the abstract. Students should be given opportunities to construct and produce mathematics in a manner and language of their own. Necessary activities so that the reflection of social activity can occur integration and strengthening of relations between subjects in understanding the structure of mathematics. According to Hans Freudental in Sugiman (2007) mathematics is a human activity (human activities) and must be linked to reality. Thus, when students do activities to learn math so in her place matematisasi process. There are two kinds matematisasi, namely: (1) matematisasi horizontal and (2) matematisasi vertical. Matematisasi horizontal proceeds from the real world into mathematical symbols. The process occurs in students when he was confronted with the problems of life / real situations. While the vertical matematisasi is a process that occurs in the system of mathematics itself, for example: the discovery of about menyelesaiakn strategy, linking the relationship between concepts or applying mathematical formulas.
The purpose of learning fractions in school may be mentioned as follows:
1. Solve contextual problems and find the concept of numbers broken
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 problem solving
3. Using the reasoning on the pattern and nature, to manipulate and create
generalizations about the numbers break.
4. Communicating the concepts and use numbers broken
5. Have respect for life usability numbers seharihari rupture.
Inside the Numbers Fractions learning through PMRI presumably can be concluded:
Student:
1. Students should be given opportunities to explore and reflect on the concept
alternative ideas about fractions that affect learning
next.
2. Students should be given opportunities to explore and gain pengetahauan
new about fractions by establishing that knowledge to himself
own.
3. Students should be given opportunities to acquire knowledge as a process
changes 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.
The purpose of learning fractions in school may be mentioned as follows:
1. Solve contextual problems and find the concept of numbers broken
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 problem solving
3. Using the reasoning on the pattern and nature, to manipulate and create
generalizations about the numbers break.
4. Communicating the concepts and use numbers broken
5. Have respect for life usability numbers seharihari rupture.
Inside the Numbers Fractions learning through PMRI presumably can be concluded:
Student:
1. Students should be given opportunities to explore and reflect on the concept
alternative ideas about fractions that affect learning
next.
2. Students should be given opportunities to explore and gain pengetahauan
new about fractions by establishing that knowledge to himself
own.
3. Students should be given opportunities to acquire knowledge as a process
changes 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.
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