PENDEKATAN MATEMATIKA REALISTIK PADA
PEMBELAJARAN PECAHAN DI SMP
By : Dr. Marsigit
Reviewed by : Eka Sulistyawati
A. Preface
As we have seen, realistic mathematics emphasizes the construction of concrete object manipulated by students within the framework of efforts students in the concrete matematisasi process to abstract. Matematisasi horizontal proceeds from the real world into the mathematical symbols. The process occurs in students when he was confronted with the problems of life/real situations. While a vertical matematisasi is a processes that occur in the mathematical system. For example discovery strategy to solve problem, catch the relationship between mathematical concepts or applying the formula/formula finding.
B. Formal Position Number Fraction in Junior High School
In the curriculum development guidelines of School Base Curriculum stated that learning mathematics can be started with an introduction the problem which appropriate with the situation (contextual problems). By asking the contextual issues, students are gradually guided to understand mathematic concepts. The purpose of learning fraction in school may be mentioned as follows :
1. Solve contextual problems and find the concept of fraction number form contextual problem are solved.
2. Understand the concept of fraction number out, explain the relationship between concept and apply the concept of fraction number, flexibly, accurately, efficiently, and appropriately in problem solving.
3. Using the reasoning on the pattern and nature, to manipulate and create generalizations about the fraction number.
4. Communicating the concept and utilize of fraction number.
5. Have respect of usability fraction number in daily activity.
Developing learning fraction number with PMRI approach in Junior High School :
1. Application PMRI
Realistic types that have characteristic buttom-up approach which students develop their own models and then the model is used as the basis for developing formal mathematics. There are two kinds of models that occur that are the model of situation (a model of situation) and for the mathematical model (a model for formal mathematics).
2. Development of mathematical concept through “Iceberg” PMRI
Begin from the real world then formation scheme then building knowledge then formal abstraction.
3. Realistic problems development associated with the fraction number: a discussion for teacher.
a. Fraction and Shape
Developing an illustration as a means to find concept related to fractions. Example by using pictures of whole fruit, then split apart into several pieces.
b. Simple Fraction
Example is presented a form of fraction, then students are advised to convert mixed fraction into ordinary fraction. Example 1 ¾ fraction will be converted into simple fraction, presented in illustration 1 and ¾ parts of apple. So students can get a simple fraction of adding 1 apple (4/4) with ¾ of apple, and the result are 7/4 of an apple.
c. Changing fraction with numerator greater than denominator into mixture fraction
This can be through with device the numerator by the denominator. It will get mixed fraction whose value is the same as ordinary fraction.
d. Comparing Fractions
This can be done to illustrate to be compared on the number line. Or it can also illustrate the distribution of plots.
e. Sorting fraction
To sort the fragments by comparison with other fraction.
f. Fractional decimal
This is done by dividing the numerator by the denominator.
g. Percent
Using the first method is by changing the shape percent to ordinary fragtions, then if the fraction is not in its simplest form, change ordinary fraction into simplest fraction first.
h. Add and Subtract fraction
The number of fraction with same denominator, is the sum of the numerator, the numerator divided by the denominator, this applies if the fragments which will be operated in simple fraction form, when the fragments that will have not operated in the simple fractions form, then the task before us simplify first.
i. Reduction of fraction whose denominators equal
The result of reducting of two fractions with same denominator, the numerator is the result of a reduction of fraction of different denominators.
j. Addition and Reduction of fraction of different denominators
By KPK and FPB concept the fraction can be operated to make the denominator same form.
k. Add and subtrack fraction mixed
Adding of the mixed fraction can be done by add the natural numbers to natural numbers and fraction number to fraction number.
l. Multiplication of fraction and multiplying fractions by fractions
Multiplication of two fraction is the result times the numerator to nominator divedided by product denominator to denominator.
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