PENDEKATAN MATEMATIKA REALISTIK PADA PEMBELAJARAN PECAHAN DI SMP

By : Drs Marsigit, MA

Reviewed by : Fikri Hermawan

Realistic mathematics emphasize on the construction of concrete object contex as early by student to get the mathematics concept. With using this concrete objects, student can manipulate in concrete mathematics process to abstract. The though of Hans freudental in Sugiman (2007) that mathematics is human activities and it have to be related with reality. When the student doing the mathematics study activities, then in their self occur the mahematics process. Horizontal mathematics is process of the real world to mathematics symbols, and vertical mathematics is process which occur in own mathematics process.

In the Senior High School learning of mathematics, fraction number consist of fraction number formal in contex of curriculum and syllabi, and teaching substance of own fraction number. On the competence standart, relate of fraction number teaching is so that student can understand characteristic of arithmetic operation and using in problem solving. With substance of whole number and fraction number so students are hoped can do operation of fraction number and use characteristic of aritmetic operation of fraction number in problem solving.

About developing learning of fraction number, it is can did with approach PMRI, is realistic type with approach of buttom-up where the student develop own model and then that model as base to develop formal mathematics. There are four phase of realistic mathematics learning (zulkardi, 2004), are: introduction; idea and developing; symbolic model; explanation and reason; and then closing or implementation.

Developing problem of realistic about fraction number can be did with give the real example in daily activity like as show the lemon fruits that it is divided into some part and then into studying about fraction. Study also be did with discuss of student to solve the problem about fraction number. From that activities, learning of fraction number trough PMRI can be got the conclusion that student need chance to get and reflect alternative concept, discover the new knowledge, understanding, working, and implementing fraction number. On the other hand, teachers should see their self that a teacher should be come someone who can give the good and appropriate learning so students can increase their skill mathematics.