Improving the Ability of Mathematic Communication through the Realistic Mathematic Education Approach (RME) at the Student Class Iv New SDN Karang 04 Cikarang Utara-Bekasi

Ida Parida^1, , Murni Winarsih¹, Arifin Maksum¹ and Adi Apriadi Adiansha¹

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

Cite this paper:
Ida Parida, Murni Winarsih, Arifin Maksum and Adi Apriadi Adiansha. Improving the Ability of Mathematic Communication through the Realistic Mathematic Education Approach (RME) at the Student Class Iv New SDN Karang 04 Cikarang Utara-Bekasi. American Journal of Educational Research. 2018; 6(8):1063-1071. doi: 10.12691/education-6-8-1

Abstract

The purpose of this study is to obtain empirical data on the use of Realistic Mathematics Education Approach (RME) in improving the ability of mathematical communication. This research was conducted in grade 4 students of SDN Karang Baru 04 North Cikarang-Bekasi, which amounted to 30 students. The process of collecting data through the test of mathematical and non-test communication skills is the result of observation of Realistic Mathematics Education (RME) implementation using observation sheet of teacher and student activity and documentation result. The result of this research is the improvement of mathematics communication ability by applying Realistic Mathematics Education Approach (RME). It is proved by the value of the ability of mathematical communication before the pre-cycle of 53%, in cycle I the level of mastery increased by 67%, the second cycle reached 87%, the third cycle reached 93%. The implications of this study indicate that the Realistic Mathematics Education Approach (RME) emphasizes students working together in groups and solving learning problems faced in the learning group so that learning is more meaningful and student-centered.

Keywords:
realistic mathematic education mathematical communication

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