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IJSTR >> Volume 8 - Issue 7, July 2019 Edition



International Journal of Scientific & Technology Research  
International Journal of Scientific & Technology Research

Website: http://www.ijstr.org

ISSN 2277-8616



Studentsí Error Types And Reasoning Ability Achievement Using The Indonesian Realistic Mathematics Education Approach

[Full Text]

 

AUTHOR(S)

Muhamad Saleh, Muhammad Isa, Murni, Darhim, Bansu Irianto Ansari

 

KEYWORDS

types of error, reasoning, realistic mathematics education, PMRI, elementary school, fraction, concrete

 

ABSTRACT

A teacher needs to compromise the abstract nature of fraction material in order for students to have a better understanding of the concept. The purpose of this research therefore was to find out the type of errors made by students when learning fractions and their achievement of reasoning ability through the Indonesian Realistic Mathematics Education (PMRI). The design of this research was quasi-experimental, involving two schools with one control and one experiment class in each school. One school is private, while the other is public, and classes from each were chosen as experiment and control classes. From these schools, the teaching and learning process using PMRI was only conducted in the experiment classes, while in the control classes, conventional teaching and learning was used. The learning process used concrete objects as the learning media, namely: paper, mortar, and fraction boards. Through the use of fraction board, students can find two simple fractions with similar values. There is a difference in the students' achievement of the mathematical reasoning ability between the implementation of the PMRI and conventional approaches. In general, the students found difficulty in understanding and stating a fraction based on the representation of a unit expressed by image/facts. The students often misinterpret the word "part" not as part of the whole, but as a specific unit based on the number of pieces available without being divided by the whole. The error of doing calculations was the most frequent mistake made by the students and is categorized as the common error category.

 

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