Effect of Realistic Mathematics Education (RME) Approach and Initial Ability of Students to the Problem Solving Ability of Class 4^th Student

Fahrudin^1,

¹University of Nahdlatul Ulama, Lampung, Indonesia

Cite this paper:
Fahrudin. Effect of Realistic Mathematics Education (RME) Approach and Initial Ability of Students to the Problem Solving Ability of Class 4^th Student. American Journal of Educational Research. 2017; 5(3):246-250. doi: 10.12691/education-5-3-2

Abstract

This study aims to determine the effect of the approach and Conventional approach and initial ability of students to the problem solving ability of students of Elementary School. This research was conducted in the fourth grade Elementary School 07 Metro City. The study is designed using analysis of variance 2 lanes. The results of this study were (1) the difference in mathematical problem solving abilities of elementary school students who learn to use the Realistic Mathematics Education (RME) approach among students who studied using conventional approach. (2) The interaction between the learning approach and students' initial ability to problem-solving ability Mathematics of Elementary School Students. (3) Ability to problem solving Mathematics Elementary School students between students learning by using the Realistic Mathematics Education (RME) approach which have high initial capability is higher than the students who learn using conventional approach that have high initial ability. (4) The ability of Mathematics problem solving of elementary school students between the students learn to use the Realistic Mathematics Education (RME) approach which has a lower initial ability is lower than the students who learn using conventional approaches that have lower initial ability.

Keywords:
The Realistic Mathematics Education (RME) Approach the conventional approaches Capability Earlier Mathematical Problem Solving Ability

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