THE STUDENTS’ MATHEMATICAL ABSTRACTION ABILITY THROUGH REALISTIC MATHEMATICS EDUCATION WITH VBA-MICROSOFT EXCEL

Nelly Fitriani
Didi Suryadi
Darhim Darhim

Abstract


The purpose of this research is to analyze the level of abstraction mathematical ability of the students through learning using Realistic Mathematics Education (RME) with Visual Basic Application (VBA) for Microsoft Excel. This research uses a descriptive qualitative method and the subject of this study is junior high school students of grade 9th in one school in Ngamprah as many as 35 students. One of the instruments in this study is the abstraction test. Results show that as many as 65.71% of students are in the first level of Perceptual Abstraction. As many as 57.14% of students are in the second level of Internalization.  As many as 31.43% of students are in the third level of Interiorization, and as many as 17.14% of students are at the last level, namely Second Level of Interiorization. Overall, the sample in this study can be categorized into four levels of abstraction.


Keywords


Mathematical Abstraction; Realistic Mathematics Education; Visual Basic Application for Microsoft Excel

Full Text:

PDF

References


Bernard, M. (2015). Meningkatkan Kemampuan Komunikasi Dan Penalaran Serta Disposisi Matematik Untuk Siswa SMP Dengan Pendekatan RME. Infinity, 4(2), 197–222.

Chotimah, S., Bernard, M., & Wulandari, S. M. (2018). Contextual approach using VBA learning media to improve students ’ mathematical displacement and disposition ability Contextual approach using VBA learning media to improve students ’ mathematical displacement and disposition ability. Journal of Physics: Conf. Series, 948(1), 1–10.

Ferrari, P. L. (2003). Abstraction in mathematicso Title. The Royal Society, 358, 1225–1230.

Fitriani, N. (2015). Hubungan antara Kemampuan Pemecahan Masalah Matematis dengan Self Confidence Siswa SMP yang Menggunakan Pendekatan Pendidikan Matematika Realistik. Jurnal Euclid, 2(2), 341–351.

Gray, E. (2007). Abstraction as a Natural Process of Mental Compression. Mathematics Education Research Journal, 19(2), 23–40.

Hong, J. Y., & Kim, M. K. (2016). Mathematical abstraction in the solving of ill-structured problems by elementary school students in Korea. Eurasia Journal of Mathematics, Science and Technology Education, 12(2), 267–281. https://doi.org/10.12973/eurasia.2016.1204a

Jones, K. D. (2010). The Unstructured Clinical Interview. Journal of Counseling & Development Development, 88, 220–227. https://doi.org/doi:10.1002/j.1556-6678.2010.tb00013.x

Mitchelmore, M. C., & White, P. (2007). Abstraction in mathematics learning. Mathematics Education Research Journal, 19(2), 1–9. https://doi.org/10.1007/BF03217452

Nurhasanah, F. (2018). mathematical abstraction of pre-service mathematics teacher in learning non- conventional mathematics consepts. Universitas Pendidikan Indonesia.

Nurhasanah, F., Kusumah, Y. S., Sabandar, J., & Suryadi, D. (2017). Mathematical Abstraction: Constructing Concept of Parallel Coordinates. Journal of Physics: Conference Series, 895(1), 012076. https://doi.org/10.1088/1742-6596/895/1/012076

Skemp, R. R. (2012). The psychology of learning mathematics: Expanded American edition. New York: Routledge.

van Oers, B., & Poland, M. (2007). Schematising activities as a means for encouraging young children to think abstractly. Mathematics Education Research Journal, 19(2), 10–22. https://doi.org/10.1007/BF03217453




DOI: https://doi.org/10.22460/infinity.v7i2.p123-132

Article Metrics

Abstract view : 144 times
PDF - 28 times

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.