Realistic Mathematics Education (RME)-Based Learning Trajectory for Arithmetic Social Using Culinary Context of Yogyakarta

Authors

  • Sitti Mutia Umasugi Mathematics Education Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Indonesia http://orcid.org/0000-0002-4749-7494
  • Sugiman Sugiman Mathematics Education Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Indonesia http://orcid.org/0000-0003-1931-7537
  • Padrul Jana Mathematics Education Department, Faculty of Teacher Training and Education, Universitas PGRI Yogyakarta, Indonesia http://orcid.org/0000-0003-3665-2150
  • Pornphirom Kraiviset Educational Administration Department, Faculty of Education, Kasetsart University, Thailand

DOI:

https://doi.org/10.33394/jk.v8i4.6176

Keywords:

Learning Trajectory, Realistic Mathematics Education, Social Arithmetic.

Abstract

This study aims to analyze a learning trajectory for social arithmetic using the culinary context of Yogyakarta and the results of the retrospective analysis as an application of the hypothetical learning trajectory. The research method used was design research with three stages, namely preliminary design, teaching experiment, and retrospective analysis. The research subjects who contributed to this study were sixth elementary school graders (11-12 years old) using the purposive sampling technique. The data collection techniques were documents (written data on students’ work), and participating-interview about students' thinking in mathematics during the learning process. Data analysis used retrospective analysis. The findings of this study indicate that this learning trajectory is beneficial in achieving learning objectives. The learning trajectory in this study can be considered as an alternative way or as a reference for teachers to design RME-based learning that supports the development of students' conceptual understanding, self-confidence using their strategies, communication, and reasoning skills about social arithmetic concepts. In addition, the learning process and the results of the retrospective analysis contain characteristics of Realistic Mathematics Education (RME).

Author Biographies

Sitti Mutia Umasugi, Mathematics Education Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Mathematics Education Department, Faculty of Mathematics and Natural Sciences.

Sugiman Sugiman, Mathematics Education Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Mathematics Education Department, Faculty of Mathematics and Natural Sciences.

Padrul Jana, Mathematics Education Department, Faculty of Teacher Training and Education, Universitas PGRI Yogyakarta

Mathematics Education Department, Faculty of Teacher Training and Education.

Pornphirom Kraiviset, Educational Administration Department, Faculty of Education, Kasetsart University

Educational Administration Department, Faculty of Education.

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Published

2022-12-04

How to Cite

Umasugi, S. M., Sugiman, S., Jana, P., & Kraiviset, P. (2022). Realistic Mathematics Education (RME)-Based Learning Trajectory for Arithmetic Social Using Culinary Context of Yogyakarta. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 8(4), 985–996. https://doi.org/10.33394/jk.v8i4.6176

Issue

Vol. 8 No. 4 (2022): December

Section

Articles

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