By: Dr. Marsigit
Reviewed by: Umi Baroroh
Learning mathematics with an emphasis on methods of Realistic Mathematics of the context of construction 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.
When students do activities to learn math, then in her place matematisasi process. There are two kinds matematisasi, namely matematisasi matematisasi horizontal and vertical. Matematisasi horizontal proceeds from the real world into mathematical symbols. The process occurs in students when he was confronted with problems in your 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.
In the curriculum development guidelines stated that in learning mathematics can be started with an introduction to issues appropriate to the situation (contextual problems). By asking a contextual problem, learners are gradually guided to master math concepts. Four-phase model of Realistic Mathematics learning is the introduction, the creation and development of symbolic models, explanations and excuses, cover / application.
Development of realistic problems related to fractions can be done through the teacher's explanations are accompanied by concrete examples in daily life or with images. In learning through PMRI Numbers Fractions can be done by giving students the chance to explore and reflect on alternative concepts of fractions ideas, explore and gain new pengetahauan about fractions by establishing that knowledge to himself, gaining knowledge as a process of change that includes the addition, creation, modification, refinement, understanding, working on and implementing fractions.
Teachers need to revitalize itself so mendudukan itself as a facilitator, to develop interactive learning, giving students the chance to be active, develop curriculum and syllabus and curriculum actively associate with the real world, both physically and socially, and to be able to develop learning scenarios. There are two kinds of learning scenarios, namely:
a. scheme in the form of a classical interaction, group discussion, individual activity.
b. achievement of competence scheme of motivation, attitudes, knowledge, skill, and experience.
a. scheme in the form of a classical interaction, group discussion, individual activity.
b. achievement of competence scheme of motivation, attitudes, knowledge, skill, and experience.
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