The Application of Realistic Mathematics Education (RME) Approach to Increase the Creative Thinking Ability of Fraction Subject Matter for Fourth-Graders of SDN Rawajati 06 Pagi

Farida Soraya^1, , Yurniwati¹, Ucu Cahyana¹, Mohamad Syarif Sumantri¹ and Adi Apriadi Adiansha¹

¹Department of Primary Education, State University of Jakarta, Jakarta, Indonesia

Cite this paper:
Farida Soraya, Yurniwati, Ucu Cahyana, Mohamad Syarif Sumantri and Adi Apriadi Adiansha. The Application of Realistic Mathematics Education (RME) Approach to Increase the Creative Thinking Ability of Fraction Subject Matter for Fourth-Graders of SDN Rawajati 06 Pagi. American Journal of Educational Research. 2018; 6(7):1016-1020. doi: 10.12691/education-6-7-19

Abstract

The Application of Realistic Mathematics Education (RME) Approach to Increase the Creative Thinking Ability of Fraction Subject Matter for Fourth-Graders of SDN Rawajati 06 Pagi. This reseach aims to describe the applying of learning approaches matematics Realistic Education (RME) to improve the ability to think creatively about the concept of fractions. The reseach subjects was 28 students of the fourth grade in Rawajati 06 in academic year 2017/2018. The participants in this study were 2 people, 1 person that acts as a conduit and colleagues 1 as an observer. This study is an action research model of action research (Classroom Action Research). The draft action cycle design intervention study using the model of Kemmis and Taggart with stage planning, acting, observing and reflecting. The experiment was conducted in two cycles, cycle 2 times I held meetings with the material up flat, and the second cycle executed as much as 2 times with the same material in cycle I. This study was conducted in March-April 2018. Data was collected using a post test. The post test techniques with evaluation and observation. Evalution in used to capture data on ability to think creatively about the concept of fractions. While the observations are used to gather data about applyng of learning approaches matematics Realistic Education (RME). Data analysis was performed on data from the study by looking at indicators of success as the result of an agreement between the researcher and observer, the student has achieved as much as 80% KKM. The result in the first cycle indicates that theaverage student who has reached the KKM in only 57,14%. The research of the school cycle showed that the average of the tital number of students reached 89,29% KKM. The result showed that learning by applying of learning approaches matematics Realistic Education (RME) to improve the ability to think creatively about the concept of fractions on the Fourth Grade Students of Rawajati 06 State Elementary School In Academic Year 2017/2018. The implication of the study is that the use of applying of learning approaches matematics Realistic Education (RME) can be done when concept of fractions in learning, if teachers have difficulty in presenting the material and making a low student the ability to think creatively.

Keywords:
realistic matematics education creative thinking ability fraction

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Gunawan, “The Ability of Mathematical Reasoning” (accessed November 17, 2014).
[2]	Deswita, Developmental Psychology (Bandung: PT Remaja Rosdakarya, 2005).
[3]	Ali Mahmdi, “Measuring the Ability of Mathematical Creative Thinking” (National Conference Mathematics XV: UNIMA, 2010).
[4]	Utari Sumarmo, “Character Education as well as Development of Thinking and Mathematical Disposition in Mathematics Learning” (Mathematics Education Seminar: NTT, 2012).
[5]	Nurjannah, “Contextual Learning to Improve Problem Solving Abilities (Metacognitive Aspects) and Communication Skills of Elementary Student Mathematics” (Thesis: Universitas Pendidikan Indonesia, 2013).
[6]	Recapitulation of Deuteronomy Value First Semester (Jakarta: SDN Rawajati 06 Pagi, 2017).
[7]	Hadi, Realistic Mathematics Education and Implemantasinya (Banjarmasin: Tlip, 2005).
[8]	Krulik, and Rudnick, “The New Sourcebook for Teaching Reasoning Problem Solving in Elementary School” (Heights: Allyn & Bacan, 1995).
[9]	Utami Munandar, Creative Development of Gifted Children (Jakarta: Rineka Cipta, 2009).
[10]	Sukmadinata, Curriculum and Competency Learning (Bandung: Kusma Karya, 2004).
[11]	Siswono, “Identifying the Process of Student Creative Thinking in Problem Solving in Guided Mathematics with Walls and Creative Problem Solving (CPS) Model” (Journal: Mathematics Education, 2004).
[12]	Maulana, Mathematical creative thinking, which is necessary! (think creative mathematically, it is necessary!), (Journal Indonesian University of Education campus: Sumedang, 2012).
[13]	Hans Freudenthal, “Mathematics as an Educational Task” (Dordrecht: Reidel Publishing).
[14]	Evi Sovianti, “Realistic Mathematics Approach (PMR) To Improve Student Thinking Ability in Primary School Level” (Journal: SPS UPI, 2011).
[15]	Zulkardi, “Designing, Evaluating And Implementing An Innovative Learning Enviroinment For Supporting Mathematics Education Reform In Indonesia” (The CASCADE-IMEI Study, 2000).