Implementasi Pendidikan Matematika Realistik terintegrasi media lingkaran magnetik pada pembelajaran operasi pecahan
DOI:
https://doi.org/10.30872/primatika.v15i1.6496Keywords:
Pendidikan Matematika Realistik, Alat peraga, Pecahan, Operasi pecahanAbstract
Siswa sering mengalami kesulitan belajar pecahan karena berbeda dari bilangan bulat yang biasanya mereka temui. Salah satu pendekatan yang dapat dipilih sebagai inovasi adalah Pendidikan Matematika Realistik (PMR), yang mengajarkan konsep matematika melalui konteks nyata. PMR diterapkan disertai penggunaan Lingkaran Pecahan Magnetik. Penelitian ini bertujuan mendeskripsikan keterlaksanaan pembelajaran operasi pecahan menggunakan pendekatan PMR dengan media lingkaran serta menjelaskan hasil belajar siswa. Metode yang digunakan adalah mixed-method dengan desain konvergen. Desain penelitian ini menggabungkan data kuantitatif dan kualitatif secara bersamaan. Subjek penelitian adalah 21 siswa kelas VII SMP Al Maahira IIBS Malang. Data dikumpulkan melalui observasi keterlaksanaan pembelajaran dan tes hasil belajar. Hasil penelitian menunjukkan rata-rata keterlaksanaan pembelajaran sebesar 97,92%, yang termasuk dalam kategori sangat baik. Sementara itu, dari hasil tes belajar siswa, diketahui bahwa 10 dari 21 siswa, atau sebesar 47,62%, telah mencapai KKTP, sedangkan 11 siswa lainnya belum mencapai KKTP. Media lingkaran dan magnetic fraction dapat digunakan untuk membantu siswa menguasai operasi penjumlahan dan pengurangan pada pecahan. Namun, siswa perlu memperkuat konsep dasar pecahan dan pecahan senilai sebelum mempelajari operasi pecahan.
Downloads
References
Alsulami, N. M., Isnawan, G., Bahri, S., Pakhrurrozi, I., Santosa, F. H., & Alsulamia, N. M. (2023). Meaning and learning fractions: analysis of learning barriers from a mathematics teacher’s perspective. Polyhedron International Journal in Mathematics Education, 1(1), 7–14. https://doi.org/10.59965/pijme.v1i1.2
Asoy, E., Boston, E., Madagmit, I. M., & Bacatan, J. (2022). Manipulatives in learning fraction for improving first-year elementary students’ understanding. Indonesian Journal of Teaching in Science, 2(2), 175–182. https://doi.org/10.17509/ijotis.v2i2.50147
Creswell, J. W. ., & Guetterman, T. C. . (2019). Educational research : planning, conducting, and evaluating quantitative and qualitative research. Pearson.
Dewi, N. K., Untu, Z., & Dimpudus, A. (2020). Analisis kesulitan menyelesaikan soal matematika materi operasi hitung bilangan pecahan siswa kelas VII. Primatika : Jurnal Pendidikan Matematika, 9(1), 61–70. https://doi.org/10.30872/primatika.v9i2.217
Erdoğan, D., Özkan, E., & Özkan, N. (2023). Investigation of studies on fraction teaching in primary school. Pedagogical Perspective, 2(1), 36–56. https://doi.org/10.29329/pedper.2023.559.3
Farra, N. K. Al, Belbase, S., Tairab, H., Qablan, A., Opoku, M. P., & Safi, S. K. (2024). Impact of using virtual and concrete manipulatives on students’ learning of fractions. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2379712
Fathonah, U. K., & Astriani, L. (2023). Developing the fraction triangle card as an instructional media for supporting 5 th grade in learning multiplication of fractions. Indonesian Journal of Primary Education, 7(2), 135–142. https://doi.org/10.17509/ijpe.v7i2.63631
Febriani, R., Susanti, E., & Hapizah, H. (2023). Learning trajectory in the material of comparing and ordering fractions using paper folding for elementary school students. Al-Jabar: Jurnal Pendidikan Matematika 14(2), 353–370. https://doi.org/10.24042/ajpm.v14i2.18046
Firdaus, A. (2018). Pendekatan matematika realistik dengan bantuan puzzle pecahan untuk siswa sekolah dasar. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 8(3), 243–252. https://doi.org/10.24246/j.js.2018.v8.i3.p243-252
Freudenthal, H. (1991). Revisiting mathematics education: China lectures. Springer Netherlands.
Hadi, S. (2017). Pendidikan matematika realistik: Teori, pengembangan, dan implementasinya. Rajawali Press.
Ismail, S. A. S., Maat, S. M., & Khalid, F. (2024). 35 years of fraction learning: Integrating systematic review and bibliometric analysis on a global scale. Eurasia Journal of Mathematics, Science and Technology Education, 20(12), em2543. https://doi.org/10.29333/ejmste/15657
Khabibah, S. (2006). Pengembangan model pembelajaran matematika dengan soal terbuka untuk meningkatkan kreativitas siswa sekolah dasar. [Disertasi, Universitas Negeri Surabaya].
Klu, T. K., Assan, F. K., Maanu, V., & Atta, S. O. A. (2023). An investigation of the use of physical manipulatives to enhance the conceptual understanding of operations on fraction among pre-service teachers. British Journal of Multidisciplinary and Advanced Studies, 4(2), 1–11. https://doi.org/10.37745/bjmas.2022.0122
OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. OECD Publishing. https://doi.org/10.1787/53f23881-en
Palupi, E. L. W., Kohar, A. W., Ekawati, R., Fiangga, S., & Masriyah, M. (2022). Unpacking primary teachers’ initial knowledge of realistic mathematics education: A case of iceberg model of fraction division. Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021), 245–250. https://doi.org/10.2991/ASSEHR.K.211229.038
Prihartini, N., Sari, P., & Hadi, I. (2020). Design Research: Mengembangkan pembelajaran konsep peluang dengan pendekatan pendidikan matematika realistik Indonesia pada siswa kelas IX di SMPN 220 Jakarta. Jurnal Riset Pembelajaran Matematika Sekolah, 4(2), 1–8. https://doi.org/10.21009/jrpms.041.01
Purnamasari, R. (2015). Peningkatan hasil belajar matematika tentang pecahan melalui Pendekatan Matematika Realistik. Jurnal Pendidikan Dasar, 6(1), 117–133. https://journal.unj.ac.id/unj/index.php/jpd/article/view/439
Rojo, M., King, S. G., Gersib, J., & Doabler, C. T. (2025). The effects of using length models to teach fraction and decimal translation. Learning Disability Quarterly, 48(2), 116–129. https://doi.org/10.1177/07319487241301408
Sari, I. P., Suryadi, D., Herman, T., Dahlan, J. A., & Supriyadi, E. (2024). LEARNING OBSTACLES ON FRACTIONS: A SCOPING REVIEW. Infinity Journal, 13(2), 377–392. https://doi.org/10.22460/infinity.v13i2.p377-392
Torres-Peña, R. C., Peña-González, D., & Ariza, E. A. (2024). Enhancing fraction learning through problem-solving and historical context: A didactic unit approach. Journal on Mathematics Education, 15(3), 815–834. https://doi.org/10.22342/jme.v15i3.pp815-834
Ukdem, Ş., & Çetin, H. (2022). Investigating the impact of interventions using concrete and virtual manipulatives on 3th grade students’ fraction concept and motivation. Journal of Education and Teaching (IOJET), 9(3), 2148–2225. https://www.iojet.org/index.php/IOJET/article/view/1674
Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2020). Elementary and middle school mathematics: Teaching developmentally. Pearson.
Wahyuningsih, S., & Istiandaru, A. (2021). Kesulitan belajar materi pecahan siswa kelas VII SMP Muhammadiyah 2 Gamping. Square : Journal of Mathematics and Mathematics Education, 3(2), 99–106. https://doi.org/10.21580/square.2021.3.2.8222
Wijaya, A. (2012). Pendidikan matematika realistik: Suatu alternatif pendekatan pembelajaran matematika. Graha Ilmu.
Wilkie, K. J., & Roche, A. (2023). Primary teachers’ preferred fraction models and manipulatives for solving fraction tasks and for teaching. Journal of Mathematics Teacher Education, 26(6), 703–733. https://doi.org/10.1007/s10857-022-09542-7
Yuliandari, R. N., Sa’dijah, C., Susiswo, S., & Purnomo, P. (2024). Teachers’ multiple representations on teaching fractions at elementary school: A commognitive framework. AL-ISHLAH: Jurnal Pendidikan, 16(2), 1005–1018. https://doi.org/10.35445/alishlah.v16i2.5048
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Thamia Khansa Nibraso, Anisa Fatwa Sari, Azhar Syarifuddin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Primatika : Jurnal Pendidikan Matematika applies the license of CC BY-SA 4.0 (a Creative Commons Attribution Share-Alike 4.0 International License). This license allows authors to keep ownership of the copyright of their papers. But this license permits any user to download, print out, extract, reuse, archive, and distribute the article, so long as appropriate credit is given to the authors and the source of the work. The license ensures that the article will be available as widely as possible and that the article can be included in any scientific archive. For more information, please see Creative Commons Attribution Share-Alike 4.0 International License.
