BY : Dr. MARSIGIT, M.A
RESUME BY : DESSY R. FITRIYANI (09313244026)
DATE : SATURDAY, 10 SEPTEMBER 2011
Realistic Mathematics emphasizes the construction of the context of concrete objects as a starting point for students to acquire mathematical concepts. Concrete objects and objects of the environment can be used as a context for learning mathematics in building mathematical connections through social interaction.
According to Hans Freudental in Sugiman (2007) mathematics is a human activity (human activities) and must be linked to reality. Thus, when students doing activities to learn math, so in her place begin mathematically process. There are two kinds mathematically, namely: (1) horizontal mathematics and (2) vertical mathematics. Horizontal mathematics proceeds from the real world into mathematical symbols. Broken Numbers in junior high school mathematics learning in 2 (two) sides of the formal position of Aircraft Numbers in the context of curriculum and syllabus, and a review of substantive number rupture itself. In the curriculum development guidelines stated that learning mathematics can be started with an introduction to the problems in accordance with the situation (contextual problems). With propose a contextual problem, learners gradually guided to master math concepts. The purpose of learning fractions in school may be mentioned 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. Have respect for life usability numbers everyday rupture.
Application PMRI
The third type is the type that has a realistic approach to characterize the bottom-up where 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 is the model of the situation (a model of situation) and for the mathematical model (a model for formal mathematics). In the realistic model emerged from students' informal strategies in response to real problems for later formulated in formal mathematics, this kind of process in accordance with the historical development of mathematics itself (Sugiman, 2007). Implement the four phases of learning models Realistic Mathematics can be described as follows (Zulkardi, 2004).
Development of Mathematics Concepts through "Iceberg" PMRI
Reflecting the above activities in learning the Numbers Fractions through PMRI presumably can be concluded:
Student:
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 knowledge 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, realignment and rejection.
4. Students should be given opportunities to acquire new knowledge of fractions built by students for itself derived from a set range of experience
5. Students should be given opportunities to understand, work and implement the fractions.
Teachers need to revitalize itself so that:
1. Sat himself as a facilitator
2. Be able to develop an interactive learning
3. Be 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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