Open AccessDevelopment of realistic mathematics education based learning device to improve students’ mathematical connection
Author(s) -
Depi Elpina,
Hendra Syarifuddin,
Y. Yerizon
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1554/1/012014
Subject(s) - connection (principal bundle) , mathematics education , constructivism (international relations) , construct (python library) , computer science , class (philosophy) , development (topology) , base (topology) , mathematics , artificial intelligence , programming language , political science , law , mathematical analysis , international relations , geometry , politics
Mathematics is not directly given to the students in the form of formulation, however students have to construct the knowledge by themselves through contextual problem interactively, both in formal and informal, so that students can discover the truth of the concept by themselves. One of the important components in mathematics learning is mathematical connection; however, students’ ability of mathematical connection is far from the expectation. Therefore, the development of learning device with an approach and strategy to allow mathematics as the activity of the students is of vital importance. The designed learning device by using RME approach and by adding strategy of relating, experiencing, applying, cooperating, and transferring (REACT) based on constructivism which places the students as the center of the learning. The purpose of this research is to develop RME based learning device which is valid, practical and effective to improve students’ mathematical connection of class IX Junior High School (SMP). This is a development research model by employing Plomp model which consists of three phases, namely, preliminary research phase, development and prototyping phase, and assessment phase. Preliminary research reveals that students are less interesting to learn mathematics since they have only few chances to find concept through relevant practice with their individual experience and that are suitable with students’ cognitive level.