Land subdivision: How students determine equal area
DOI:
https://doi.org/10.12928/ijei.v1i1.2088Keywords:
bisector, design research, land subdivision, realistic mathematics education, triangleAbstract
This study aims to support student’s understanding of the properties of a bisector related to the area of the triangle. A context and a set of activities is design based on Realistic Mathematics Education (RME) theory to develop students’ understanding and to engage them in meaningful activities. Design research is chosen as the research approach with two cycles of experiment. A context of land subdivision problem was selected to activate students’ prior knowledge and to bring them into the activities. At First, the activities is presented in small group of mathematics students and in the regional mathematics competition as one of the final question for the finalists. Then, the second cycle is conducted in the classroom with students from mathematics education program in Universitas Ahmad Dahlan. The result showed that none of the students and finalists in the competition were able to solve the question because they do not have idea how to do land subdivision. They cannot use their prior knowledge of bisector to solve the problem. After revising the activities, in the classroom, all groups in the class were able to solve the problem. These activities are land subdivision with three different levels of difficulties and purposes.References
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Zulkardi. (2002). Developing a learning environment on realistic mathematics education for Indonesian student teachers. Twente: University of Twente.
Freudenthal, H. (1991). Revisting Mathematics Education: China Lectures. New York: Kluwer Academic Publishers.
Gravemeijer, B. K. (2003). Chapter 4: A Hypothetical Learning Trajectory on Measurement and Flexible Arithmetic. Journal for Research in Mathematics Education, 51-66.
Hendroanto, A. (2018). Didactical Phenomenology Untuk Mengembangkan Aktivitas Pembelajaran Geometri Bidang Dengan Pendekatan Pendidikan Matematika Realistik. In Prosiding Seminar Nasional Pendidikan Matematika Etnomatnesia.
Heuvel-Panhuizen, M. v. (1998). Theory into practice in Mathematics Education. Kristiansand, Norway: Faculty of Mathematics and Sciences. Realistic Mathematics Education as work in progress.
J, D. L. (2006). Mathematical literacy for living from OECD-PISA Perspective.
K.W, G. (2011). Five Ideas For 21st Century Math Classrooms. American Secondary Education, 108-166.
OECD. (2012). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy. Paris: OECD Publishing.
OECD. (2015). Draft Collaborative Problem Solving Framework. (OECD Publishing) Retrieved 08 24, 2016, from http://www. oecd. org/pisa/pisaproducts/Draft% 20PISA% 202015% 20Collaborative% 20Problem% 20Solving% 20Framework% 20.pdf.
Rosita, W. A. (2018). Discovery Learning-PMRI in Improving Mathematics Literacy of Junior High School Students. Unnes Journal of Mathematics Education Research, 7(1), 35-39.
Sembiring, K. (2014). Pendidikan Matematika Realistik Indonesia (PMRI): Perkembangan dan Tantangannya. Journal on Mathematics Education, 1(1), 11-16.
Sutisna, P. A. (2019). The Influence of the Realistic Mathematics Education Approach and Early Mathematical Ability to Mathematical Literacy. . Int. J. Multidiscip. Curr. Res, 6, 798-801.
Waluya, S. B. (2018). Development of innovative problem based learning model with PMRI-scientific approach using ICT to increase mathematics literacy and independence-character of junior high school students. Journal of Physics: Conference Series, 983.
White, L. A. (2017). Building A 21st Century Mathematical Brain. Seminar Nasional Pendidikan Matematika Ahmad Dahlan. Yogyakarta.
Widjaja, W. (2011). Towards mathematical literacy in the 21st century: perspectives from Indonesia. Southeast Asian mathematics education journal, 1(1), 75-84.
Wijaya, A. (2012). Pendidikan matematika realistik: Suatu alternatif pendekatan pembelajaran matematika. Yogyakarta: Graha Ilmu.
Zulkardi. (2002). Developing a learning environment on realistic mathematics education for Indonesian student teachers. Twente: University of Twente.
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2020-04-25
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