Risna Mira Bella Saragih
Dosen
Universitas Al-Wasliyah Medan
email: aisyahalmisky@yahoo.com
Abstract. The problem in this research
is low student problem solving skills and students are not accustomed to solving
problems with various procedures. This study aimed to determine (1) the
differences increase students' problem-solving. (2) Determine the pattern of
answers that the students in solving problems in each lesson. This study is a
quasi-experimental, with research samples of class VII Budi Satrya SMP and SMP
Al-Azhar Medan. Instruments used in math problem solving tests. Those
instruments have been declared eligible content validity, and reliability
coefficient of 0.95. Data analysis was
performed with t test and Mann Withney. The main result of this
study were (1) there is a difference improving problem-solving abilities of
students who obtain realistic mathematics learning approach with students who
get regular learning approach. Increased ability to understand the experimental
class problem with categories is 0.51, while the control class at 0.28 with a
low category. Improved ability to plan completion of the experiment class was
0.54 with a category of approximately 0.33 while the control class with the medium
category. Increased ability to perform calculations experimental class at 0.47
with medium category, while the control class at 0.28 with a low category.
Increased ability to re-examine experimental class 0.44 medium category, while
the control class 0.22 with a low category. (2) The pattern of responses of the
students in learning mathematics with a realistic approach to obtain better
results compared to the pattern of responses of the students in learning with
the usual approach. Suggestions to teachers are (1) Learning with realistic
mathematical approach can be used as an alternative for teachers of mathematics
in presenting the subject matter of mathematics. (2) Learning with realistic
mathematics approach should be applied to the essential material regarding the
real objects around the place to learn, to make students more quickly
understand the lessons being learned. (3) In every lesson the teacher should
create a learning atmosphere that gives the opportunity for students to express
mathematical ideas in their own language and ways, so in mathematics learning
to be brave argued, more confident and creative. While the advice to the
researchers continued, should this research can be equipped with a detailed
study of other aspects that have not been reached in this study.
Key words: Problem Solving Ability, Realistic Mathematics Approach, The Pattern of Responses
of the Students.
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