The Effect of Realistic Mathematics Education to Overcome Students' Mathematical Misconceptions about Fractions in SDN 327 Sinunukan
Keywords:
Fractions concept, Misconceptions, Realistic Mathematics EducationAbstract
Misconception is one of the things that teachers and students need to avoid in learning mathematics. The reality in the field shows that there are still many students who experience misconceptions in learning mathematics. One of the efforts to overcome this problem while making learning in the classroom more impactful is the Realistic Mathematics Education (RME) learning approach. This study aims to see the improvement of student learning outcomes through learning mathematics with the RME approach. This research method uses action research (PTK) method. This study examined the topic of fractions in the third grade of State Elementary School 327 Sinunukan. The population of this study amounted to 42 people. Data collection techniques used observation methods, interviews, questionnaires, giving learning outcome tests, and discussions with subject teachers. Data analysis was done quantitatively with descriptive statistics on test results. The results showed that (1) the application of Realistic Mathematics Learning in cycle I increased to 80.55% (sufficient category), (2) in cycle II increased to 85.60% (good category). The average increase of the cycle in RME learning was 35.4%. This research shows that learning with the RME approach can improve the learning outcomes of third grade students of State Elementary School 327 Sinunukan on fraction material.
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