APPLICATION REALISTIC MATHEMATICS EDUCATION TO IMPROVE MATHEMATICS LEARNING OUTCOMES ON THE SUBJECT QUADRILATERAL IN VII GRADE SMP NEGERI 11 MEDAN ACADEMIC YEAR 2014/ 2015.
APPLICATION REALISTIC MATHEMATICS EDUCATION TO IMPROVE
MATHEMATICS LEARNING OUTCOMES ON THE SUBJECT
QUADRILATERAL IN VII GRADE SMP NEGERI 11
MEDAN ACADEMIC YEAR 2014/ 2015
By:
SAPTA NOVITA NASUTION
4113312014
Mathematics Education Study Program
THESIS
Submitted to Fullfill the Requirement For Getting
the Degree of Sarjana Pendidikan
MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2015
v
PREFACE
Give thanks to Allah Subhanahu Wata’ala give me more ssirit to finish my
thesis. The title is of thesis is Assliccation of Realistic Mathematics Education on
Quadrilateral in VII Grade SMP Negeri 11 Medan. Academic year 2014/2015. This
thesis was arranged to satisfy the law to get the Sarjana Pendidikan of Mathematics
and Science Faculty in State University of Medan.
For this chance I want to say thank you for the rector of State University of
Medan, Mr. Prof. Dr. Syawal Gultom, M.Pd and his staffs, Mr.Prof. Drs. Motlan,
M.Sc, Ph.D for Dean of FMIPA UNIMED and his college assistants of Dean I, II,
III in Unimed, Mr. Dr. Edy Surya, M.Si as leader of mathematics desartment and
as suservisor who guide to sresare this thesis.
Big thanks for Mr. Prof. Dr. B. Sinaga, M.Pd, Dr. Abil Mansyur, M.Si, Prof.
Dr. Asmin, M.Pd who are sersons ressonsible for my thesis from the beginning
until end. Thanks to Mr. Prof. Dr. Sahat Saragih, M.Pd as my academic suservisor
and then thank you so much for all my lectures and staffs in FMIPA.
And then, thank you so much for helsing Mrs. Siti Khadijah, S.Pd, students
in grade VII-4, all teachers and staffs in SMP Negeri 11 Medan for helsing and
sussorting in doing research.
Ssecial thanks to my lovely father Mr. Miskuddin Nasution and my lovely
mother Mrs. Syarifah .anum .asibuan for giving motivation, sray and all i need in
finishing this thesis. And then thanks to my beloved sister, Nurina Nasution and her
husband, Abdurrahman Pulungan for sussort me until the end of writer study. Also
thanks to my brother, M.hafizh Nasution .
Thanks a lot for my best Putri Firdausya .asibuan, Kartika Asrilisa
hasibuan, and your sarents. You are always beside me
in all situation and
condition. To big family in Bilingual mathematics Education 2011, essecially to
my 5erangkai, Dwi Maulida Sari, Leni Anggraini, Mawaddah Nasution, and Rizky
Nurul .afni.
vi
The writer should give a big effort to sresare this thesis, and the writer
knows that this thesis has so many weaknesses. So that, the writer needs some
suggestions to make it this be better. And big wishes, it can be imsrove our
knowledge.
Medan,
2015
Writer,
Sasta Novita Nasution
NIM.4113312014
iii
Application Realistic Mathematics Education (RME) to Improve Mathematics
Learning Outcomes on the Subject Quadrilateral in VII Grade SMP Negeri
11 Medan Academic Year 2014/ 2015
Sapta Novita Nasution (4113312014)
ABSTRACT
The purpose of this study was 1) know how the categories of realistic
mathematics education process on the subject quadrilateral? 2) know the increase of
mathematics learning outcomes by using realistic mathematics education on the
subject quadrilateral in VII grade SMP Negeri 11 Medan academic year
2014/2015? 3) know how the learning activities of realistic mathematics education
students when applied on the subject quadrilateral in VII grade of SMP Negeri 11
Medan academic year 2014/2015?
The subjects were students of class VII-4 school year 2014/ 2015, consist of
48 people consisting of 21 boys and 27 girls. The object of this research is the
mathematics learning outcomes, student activities and realistic mathematics
education (RME).
This study consisted of two cycles, the first cycle consists of two meetings
and the second cycle consists of two meetings. Mathematics learning outcomes
tested at the endingmeeting and the observation of students was observed in the
learning process takes place.
In the action on the first cycle obtained that category realistic learning
process on quadrilateral included either. It is seen from an average of 2.6
observations and the second cycle gained an average of observations is 2.9.
In the action on the first cycle by applying realistic mathematics education
data showed the average percentage achievement active activity ideal time of
iv
63.6875%, aspects of student activity number 2 and 3 are achieved while other
aspects are not achieved. Once given the action on the second cycle of data
obtained an average percentage 75.01125% into aspects of student activity number
1, 2, 3, and 4 are also achieved. An increase in the percentage of achievement
active activity ideal time for 11.32375% of the first cycle based criteria ideal time
to learn the lesson of this activity has reached the target and increased.
Of action I, through the provision of a test result of learning I gained 37
students (77,083%) of the 48 students have achieved mastery learning (value ≥ 65),
while 11 students (21.875%) was not finished. After the second action, by
providing test results of the second study obtained 45 students (93.75%) of the 48
students who have completed. increase in the percentage of 16,667% classical
completeness. Based on the criteria, then the percentage of completeness classical
completeness is compliant.
Based on the descriptions above concluded that increased of student
learning outcomes with the model quadrilateral on realistic mathematics education
in grade VII SMP N 11 Medan academic year 2014/ 2015 .
vii
CONTENTS
Page
Sheet of ggreement
i
Biography
ii
gbstract
iii
Preface
v
Contents
vii
List of Figure
ix
List of Table
x
List of gppendix
xi
CHAPTER I
1
INTRODUCTION
1.1. Background
1
1.2. Problem Identification
6
1.3. Problem Limitation
7
1.4. Problem Formulation
7
1.5. Research Objectives
7
1.6. Benefits of Research
8
1.7. Operational Definitions
9
CHAPTER II
10
2.1.
LITERATURE REVIEW
Theoretical Framework
10
2.1.1. The Essence of Learning
10
2.1.2. The Essence of Learning Mathematics
11
2.1.3. Learning Outcomes
12
2.1.4. Learning gctivities
14
2.1.5. Realistic Mathematics Education (RME)
16
2.1.5.1.
The Characteristic of RME on gpproach
18
2.1.5.2.
The Principle of RME
21
2.1.5.3.
The Step of RME
22
2.1.5.4.
The Benefits and Weakness of RME
24
viii
2.1.5.5.
Design of RME Lesson
2.1.6. Content Materials
25
29
2.1.6.1.
Rectangle
29
2.1.6.2.
Square
32
2.2. Review of Relevant Research
35
2.3. Conceptual Framework
36
2.4. Hypothesis Research
36
CHAPTER III RESEARCH METHODOLOGY
37
3.1. Location and Research Time
37
3.2. Research Subject
37
3.3. Research Object
37
3.4. Operational Definitions
37
3.5. Type of Research
38
3.6. Research Procedure
38
3.7. Instrument of Data Collection
42
3.8. Data gnalysis Technique and Interpretation of Data
44
3.8.1. Data gnalysis
44
3.8.1.1. Completeness of Learning Outcomes
44
3.8.1.2. gnalyze the Result of Observation
46
3.8.2. Interpretation of Data
47
3.8.2.1. Interpretation of Test Result to Learn
47
3.8.2.2. Interpretation of the Results of Observation
48
3.9. Performance Indicators
51
CHAPTER IV RESULT AND DISCUSSION
53
4.1. Research Result
53
4.1.1. Implementation and Research in Cycle I
53
4.1.1.1.
Problem I
53
4.1.1.2.
gction Planning Phase I
54
4.1.1.3.
Implementation of gction I
54
ix
4.1.1.4.
Observation I
57
4.1.1.5.
Data gnalysis I
58
4.1.1.6.
Reflection I
66
4.1.2. Implementation and Research in Cycle II
67
4.1.2.1.
Problems II
67
4.1.2.2.
gction Planning Phase II (Issues and Problems II) 68
4.1.2.3.
Implementation of gction II
69
4.1.2.4.
Observations II
71
4.1.2.5.
Data gnalysis II
72
4.1.2.6.
Reflection II
78
4.2. Research Findings
79
4.3. Discussion of Results
79
CHAPTER V
83
INTRODUCTION
5.1 Conclusion
82
5.2 Suggestion
83
REFFERENCES
84
xii
LIST OF APPENDIX
Page
Appendix 1
Lesson Plan I
88
Appendix 2
Lesson Plan II
97
Appendix 3
Lesson Plan III
105
Appendix 4
Lesson Plan IV
113
Appendix 5
Student Activity Sheet I
122
Appendix 6
Student Activity Sheet II
126
Appendix 7
Student Activity Sheet III
130
Appendix 8
Student Activity Sheet IV
134
Appendix 9
Validation of Initial Test (Capability Test)
138
Appendix 10 Validation Test I of Mathematics Learning outcome
141
Appendix 11 Validation Test II of Mathematics Learning outcome
144
Appendix 12 Initial Test (Capability Test)
147
Appendix 13 Test I of Mathematics Learning outcome
148
Appendix 14 Test II of Mathematics Learning outcome
149
Appendix 15 Alternative Solution of Initial Test
150
Appendix 16 Alternative Solution Test II of Mathematics Learning outcome 152
Appendix 17 Alternative Solution Test II of Mathematics Learning outcome 156
Appendix 18 Observation Sheet of Implementation RME on Teacher Side
160
Appendix 19 Observation Sheet of Implementation RME on Student Side
172
Appendix 20 List of the Serial Numbers of Students in Class VII-4
184
Appendix 21 Result of Test I
185
Appendix 22 Result of Test II
188
Appendix 23 Calculation of Percentage of Students Learning Activities
191
Appendix 24 Result Observation of Student Learning Activity in Cycle I
197
Appendix 25 Result Observation of Student Learning Activity in Cycle II
180
Appendix 26 Documentation of Research
199
1
CHAPTER I
INTRODECTION
1.1 Problem Background
Education is investment in human resources who have a long-term strategic
value for the survival of human civilization in the world. As well as the presentation
(Kunandar, 2011: 8)
Assessing the quality of a nation's human resources in general can be seen
from the quality of the nation's education. History has proven that the
progress and prosperity of a nation in the world is determined by the
development in the field of education.
Therefore, almost all countries put education variable as something
important and major in the context of nation building. Likewise, Indonesia put
education as an important and major. It can be seen from the contents of the fourth
paragraph of the Preamble of the 1945 Constitution which asserts that one of the
national goals of Indonesia is the intellectual life of the nation.
The quality of education in Indonesia is considered by many people is still
low. As shown by data from TIMSS (Trends in International Mathematics and
Science
Study)
2011
(inhttp://timss.bc.edu/timss2011/downloads/
T11_IR_
Mathematics_FullBook.pdf) that the achievement of mathematics education in
Indonesia was ranked 38 out of 41 countries with score of 386 and far behind by
other ASEAN countries such as Italy (score 498), Malaysia (score 440) and
Thailand (score 427). This fact clearly shows that mathematics education in
Indonesia is still disappointing. Thought, mathematics is a basic of all discipline
science and very importing in daily life.
As proposed by Cockroft (in Abdurrahman, 2009: 253) that “Mathematics
should be taught to students because of (1) is always used in life; (2) all fields of
study require skills appropriate mathematics; (3) is a powerful means of
2
communication; (4) can be used to present information in a variety of ways; (5)
improve the ability to think logically, accuracy, and awareness spatial; (6) provide
satisfaction to solve business challenging problem.”
According Johnson and Myklebust in (Abdurrahman, 2009: 253)
"Mathematics is a symbolic language to express the practical function relations of
quantitative and spatial. And, the theoretical function is to facilitate thinking".
The evidence suggests, not least school students who still think math is a
subject that create stress, making the mind confused, spend time and tend to just
messing about with a formula that is not useful in life. Consequently, mathematics
is seen as a science that does not need to be learned and can be ignored. In addition,
it is also supported by the learning process in schools that still only oriented work
practice questions only. Rare mathematics learning process directly linked to real
life.
Meanwhile, according to the Palling (Abdurrahman, 2003: 252) the human
ideas about mathematics vary, depending on experience and knowledge of
each. Some say that the mathematical calculations only include add, minus,
multiply, for; but others involve topics such as algebra, geometry, and
trigonometry. Many also believe that mathematics includes everything associated
with logical thinking.
This contradiction will certainly make the learning of mathematics be
without meaning, so that students assume mathematics is unimportant. This of
course will affect the result of the students' mathematics learning.
Furthermore Palling in (Abdurrahman, 2003: 252) argues that mathematics
is a way to find answers to the problems facing humanity; a way to use the
information, using knowledge of the count, and the most important is the thought in
man itself in seeing and using relationships.
Therefore, be required to reinforcement the role of mathematics and
mathematics education, which is about planning learning activities. Especially the
3
quality of teaching, each teacher of mathematics should be given training and the
introduction of models,, methods and approach to learning is good and right in order
to achieve good results also learn mathematics.
From interviews conducted by researchers to Mrs. Siti Khadijah as a
mathematics teacher SMP Negeri 11 Medan, obtained that student learning
outcomes
es are still very low in math as a whole. In everyday students, only a few
students were enthusiastic about math. Students are still less active in the learning
process. They only hear the teacher lectures and do the problems without much
ts or questions to the teacher. If they do not understand the
criticism, comments
teacher's explanations, they are reluctant to ask the teacher. This happens in almost
every mathematical material including flat wake quadrilateral when students are
given a problem, they have trouble writing it into the language of mathematics.
4
Figure 1.1.the student's answer from initial test
5
This is in line with the test given to the student researcher VIII-7 at the
school. Tests are given about quadrilateral they've learned in class VII. Many
students still make mistakes such as not being able to apply their knowledge to
solve problems. Following the conclusion of initial tests of students of class VIII-7:
Table 1.1 Classical Completeness in Class VIII-7
VIII-7
≥ 65
MATHEMATICS LEARNING OUTCOMES ON THE SUBJECT
QUADRILATERAL IN VII GRADE SMP NEGERI 11
MEDAN ACADEMIC YEAR 2014/ 2015
By:
SAPTA NOVITA NASUTION
4113312014
Mathematics Education Study Program
THESIS
Submitted to Fullfill the Requirement For Getting
the Degree of Sarjana Pendidikan
MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2015
v
PREFACE
Give thanks to Allah Subhanahu Wata’ala give me more ssirit to finish my
thesis. The title is of thesis is Assliccation of Realistic Mathematics Education on
Quadrilateral in VII Grade SMP Negeri 11 Medan. Academic year 2014/2015. This
thesis was arranged to satisfy the law to get the Sarjana Pendidikan of Mathematics
and Science Faculty in State University of Medan.
For this chance I want to say thank you for the rector of State University of
Medan, Mr. Prof. Dr. Syawal Gultom, M.Pd and his staffs, Mr.Prof. Drs. Motlan,
M.Sc, Ph.D for Dean of FMIPA UNIMED and his college assistants of Dean I, II,
III in Unimed, Mr. Dr. Edy Surya, M.Si as leader of mathematics desartment and
as suservisor who guide to sresare this thesis.
Big thanks for Mr. Prof. Dr. B. Sinaga, M.Pd, Dr. Abil Mansyur, M.Si, Prof.
Dr. Asmin, M.Pd who are sersons ressonsible for my thesis from the beginning
until end. Thanks to Mr. Prof. Dr. Sahat Saragih, M.Pd as my academic suservisor
and then thank you so much for all my lectures and staffs in FMIPA.
And then, thank you so much for helsing Mrs. Siti Khadijah, S.Pd, students
in grade VII-4, all teachers and staffs in SMP Negeri 11 Medan for helsing and
sussorting in doing research.
Ssecial thanks to my lovely father Mr. Miskuddin Nasution and my lovely
mother Mrs. Syarifah .anum .asibuan for giving motivation, sray and all i need in
finishing this thesis. And then thanks to my beloved sister, Nurina Nasution and her
husband, Abdurrahman Pulungan for sussort me until the end of writer study. Also
thanks to my brother, M.hafizh Nasution .
Thanks a lot for my best Putri Firdausya .asibuan, Kartika Asrilisa
hasibuan, and your sarents. You are always beside me
in all situation and
condition. To big family in Bilingual mathematics Education 2011, essecially to
my 5erangkai, Dwi Maulida Sari, Leni Anggraini, Mawaddah Nasution, and Rizky
Nurul .afni.
vi
The writer should give a big effort to sresare this thesis, and the writer
knows that this thesis has so many weaknesses. So that, the writer needs some
suggestions to make it this be better. And big wishes, it can be imsrove our
knowledge.
Medan,
2015
Writer,
Sasta Novita Nasution
NIM.4113312014
iii
Application Realistic Mathematics Education (RME) to Improve Mathematics
Learning Outcomes on the Subject Quadrilateral in VII Grade SMP Negeri
11 Medan Academic Year 2014/ 2015
Sapta Novita Nasution (4113312014)
ABSTRACT
The purpose of this study was 1) know how the categories of realistic
mathematics education process on the subject quadrilateral? 2) know the increase of
mathematics learning outcomes by using realistic mathematics education on the
subject quadrilateral in VII grade SMP Negeri 11 Medan academic year
2014/2015? 3) know how the learning activities of realistic mathematics education
students when applied on the subject quadrilateral in VII grade of SMP Negeri 11
Medan academic year 2014/2015?
The subjects were students of class VII-4 school year 2014/ 2015, consist of
48 people consisting of 21 boys and 27 girls. The object of this research is the
mathematics learning outcomes, student activities and realistic mathematics
education (RME).
This study consisted of two cycles, the first cycle consists of two meetings
and the second cycle consists of two meetings. Mathematics learning outcomes
tested at the endingmeeting and the observation of students was observed in the
learning process takes place.
In the action on the first cycle obtained that category realistic learning
process on quadrilateral included either. It is seen from an average of 2.6
observations and the second cycle gained an average of observations is 2.9.
In the action on the first cycle by applying realistic mathematics education
data showed the average percentage achievement active activity ideal time of
iv
63.6875%, aspects of student activity number 2 and 3 are achieved while other
aspects are not achieved. Once given the action on the second cycle of data
obtained an average percentage 75.01125% into aspects of student activity number
1, 2, 3, and 4 are also achieved. An increase in the percentage of achievement
active activity ideal time for 11.32375% of the first cycle based criteria ideal time
to learn the lesson of this activity has reached the target and increased.
Of action I, through the provision of a test result of learning I gained 37
students (77,083%) of the 48 students have achieved mastery learning (value ≥ 65),
while 11 students (21.875%) was not finished. After the second action, by
providing test results of the second study obtained 45 students (93.75%) of the 48
students who have completed. increase in the percentage of 16,667% classical
completeness. Based on the criteria, then the percentage of completeness classical
completeness is compliant.
Based on the descriptions above concluded that increased of student
learning outcomes with the model quadrilateral on realistic mathematics education
in grade VII SMP N 11 Medan academic year 2014/ 2015 .
vii
CONTENTS
Page
Sheet of ggreement
i
Biography
ii
gbstract
iii
Preface
v
Contents
vii
List of Figure
ix
List of Table
x
List of gppendix
xi
CHAPTER I
1
INTRODUCTION
1.1. Background
1
1.2. Problem Identification
6
1.3. Problem Limitation
7
1.4. Problem Formulation
7
1.5. Research Objectives
7
1.6. Benefits of Research
8
1.7. Operational Definitions
9
CHAPTER II
10
2.1.
LITERATURE REVIEW
Theoretical Framework
10
2.1.1. The Essence of Learning
10
2.1.2. The Essence of Learning Mathematics
11
2.1.3. Learning Outcomes
12
2.1.4. Learning gctivities
14
2.1.5. Realistic Mathematics Education (RME)
16
2.1.5.1.
The Characteristic of RME on gpproach
18
2.1.5.2.
The Principle of RME
21
2.1.5.3.
The Step of RME
22
2.1.5.4.
The Benefits and Weakness of RME
24
viii
2.1.5.5.
Design of RME Lesson
2.1.6. Content Materials
25
29
2.1.6.1.
Rectangle
29
2.1.6.2.
Square
32
2.2. Review of Relevant Research
35
2.3. Conceptual Framework
36
2.4. Hypothesis Research
36
CHAPTER III RESEARCH METHODOLOGY
37
3.1. Location and Research Time
37
3.2. Research Subject
37
3.3. Research Object
37
3.4. Operational Definitions
37
3.5. Type of Research
38
3.6. Research Procedure
38
3.7. Instrument of Data Collection
42
3.8. Data gnalysis Technique and Interpretation of Data
44
3.8.1. Data gnalysis
44
3.8.1.1. Completeness of Learning Outcomes
44
3.8.1.2. gnalyze the Result of Observation
46
3.8.2. Interpretation of Data
47
3.8.2.1. Interpretation of Test Result to Learn
47
3.8.2.2. Interpretation of the Results of Observation
48
3.9. Performance Indicators
51
CHAPTER IV RESULT AND DISCUSSION
53
4.1. Research Result
53
4.1.1. Implementation and Research in Cycle I
53
4.1.1.1.
Problem I
53
4.1.1.2.
gction Planning Phase I
54
4.1.1.3.
Implementation of gction I
54
ix
4.1.1.4.
Observation I
57
4.1.1.5.
Data gnalysis I
58
4.1.1.6.
Reflection I
66
4.1.2. Implementation and Research in Cycle II
67
4.1.2.1.
Problems II
67
4.1.2.2.
gction Planning Phase II (Issues and Problems II) 68
4.1.2.3.
Implementation of gction II
69
4.1.2.4.
Observations II
71
4.1.2.5.
Data gnalysis II
72
4.1.2.6.
Reflection II
78
4.2. Research Findings
79
4.3. Discussion of Results
79
CHAPTER V
83
INTRODUCTION
5.1 Conclusion
82
5.2 Suggestion
83
REFFERENCES
84
xii
LIST OF APPENDIX
Page
Appendix 1
Lesson Plan I
88
Appendix 2
Lesson Plan II
97
Appendix 3
Lesson Plan III
105
Appendix 4
Lesson Plan IV
113
Appendix 5
Student Activity Sheet I
122
Appendix 6
Student Activity Sheet II
126
Appendix 7
Student Activity Sheet III
130
Appendix 8
Student Activity Sheet IV
134
Appendix 9
Validation of Initial Test (Capability Test)
138
Appendix 10 Validation Test I of Mathematics Learning outcome
141
Appendix 11 Validation Test II of Mathematics Learning outcome
144
Appendix 12 Initial Test (Capability Test)
147
Appendix 13 Test I of Mathematics Learning outcome
148
Appendix 14 Test II of Mathematics Learning outcome
149
Appendix 15 Alternative Solution of Initial Test
150
Appendix 16 Alternative Solution Test II of Mathematics Learning outcome 152
Appendix 17 Alternative Solution Test II of Mathematics Learning outcome 156
Appendix 18 Observation Sheet of Implementation RME on Teacher Side
160
Appendix 19 Observation Sheet of Implementation RME on Student Side
172
Appendix 20 List of the Serial Numbers of Students in Class VII-4
184
Appendix 21 Result of Test I
185
Appendix 22 Result of Test II
188
Appendix 23 Calculation of Percentage of Students Learning Activities
191
Appendix 24 Result Observation of Student Learning Activity in Cycle I
197
Appendix 25 Result Observation of Student Learning Activity in Cycle II
180
Appendix 26 Documentation of Research
199
1
CHAPTER I
INTRODECTION
1.1 Problem Background
Education is investment in human resources who have a long-term strategic
value for the survival of human civilization in the world. As well as the presentation
(Kunandar, 2011: 8)
Assessing the quality of a nation's human resources in general can be seen
from the quality of the nation's education. History has proven that the
progress and prosperity of a nation in the world is determined by the
development in the field of education.
Therefore, almost all countries put education variable as something
important and major in the context of nation building. Likewise, Indonesia put
education as an important and major. It can be seen from the contents of the fourth
paragraph of the Preamble of the 1945 Constitution which asserts that one of the
national goals of Indonesia is the intellectual life of the nation.
The quality of education in Indonesia is considered by many people is still
low. As shown by data from TIMSS (Trends in International Mathematics and
Science
Study)
2011
(inhttp://timss.bc.edu/timss2011/downloads/
T11_IR_
Mathematics_FullBook.pdf) that the achievement of mathematics education in
Indonesia was ranked 38 out of 41 countries with score of 386 and far behind by
other ASEAN countries such as Italy (score 498), Malaysia (score 440) and
Thailand (score 427). This fact clearly shows that mathematics education in
Indonesia is still disappointing. Thought, mathematics is a basic of all discipline
science and very importing in daily life.
As proposed by Cockroft (in Abdurrahman, 2009: 253) that “Mathematics
should be taught to students because of (1) is always used in life; (2) all fields of
study require skills appropriate mathematics; (3) is a powerful means of
2
communication; (4) can be used to present information in a variety of ways; (5)
improve the ability to think logically, accuracy, and awareness spatial; (6) provide
satisfaction to solve business challenging problem.”
According Johnson and Myklebust in (Abdurrahman, 2009: 253)
"Mathematics is a symbolic language to express the practical function relations of
quantitative and spatial. And, the theoretical function is to facilitate thinking".
The evidence suggests, not least school students who still think math is a
subject that create stress, making the mind confused, spend time and tend to just
messing about with a formula that is not useful in life. Consequently, mathematics
is seen as a science that does not need to be learned and can be ignored. In addition,
it is also supported by the learning process in schools that still only oriented work
practice questions only. Rare mathematics learning process directly linked to real
life.
Meanwhile, according to the Palling (Abdurrahman, 2003: 252) the human
ideas about mathematics vary, depending on experience and knowledge of
each. Some say that the mathematical calculations only include add, minus,
multiply, for; but others involve topics such as algebra, geometry, and
trigonometry. Many also believe that mathematics includes everything associated
with logical thinking.
This contradiction will certainly make the learning of mathematics be
without meaning, so that students assume mathematics is unimportant. This of
course will affect the result of the students' mathematics learning.
Furthermore Palling in (Abdurrahman, 2003: 252) argues that mathematics
is a way to find answers to the problems facing humanity; a way to use the
information, using knowledge of the count, and the most important is the thought in
man itself in seeing and using relationships.
Therefore, be required to reinforcement the role of mathematics and
mathematics education, which is about planning learning activities. Especially the
3
quality of teaching, each teacher of mathematics should be given training and the
introduction of models,, methods and approach to learning is good and right in order
to achieve good results also learn mathematics.
From interviews conducted by researchers to Mrs. Siti Khadijah as a
mathematics teacher SMP Negeri 11 Medan, obtained that student learning
outcomes
es are still very low in math as a whole. In everyday students, only a few
students were enthusiastic about math. Students are still less active in the learning
process. They only hear the teacher lectures and do the problems without much
ts or questions to the teacher. If they do not understand the
criticism, comments
teacher's explanations, they are reluctant to ask the teacher. This happens in almost
every mathematical material including flat wake quadrilateral when students are
given a problem, they have trouble writing it into the language of mathematics.
4
Figure 1.1.the student's answer from initial test
5
This is in line with the test given to the student researcher VIII-7 at the
school. Tests are given about quadrilateral they've learned in class VII. Many
students still make mistakes such as not being able to apply their knowledge to
solve problems. Following the conclusion of initial tests of students of class VIII-7:
Table 1.1 Classical Completeness in Class VIII-7
VIII-7
≥ 65