Pernahkah anda mendengar seseorang (mungkin dosen matematika anda, klo anda mahasiswa matematika) mengatakan bahwa matematika itu ternyata sebuah agama. Lho kok bisa? Maksudnya pak? Nah, pernyataan seperti itu yang saya dengar dari salah seorang dosenku di Universitas Sriwijaya. Beliau mengatakan bahwa klo kita mau merunut dan merenungkan ternyata matematika itu sebuah agama. Coba kita perhatikan gambar di bawah ini:

# Category Archives: PMRI

# Hans Freudenthal: Matematikawan di Dunia Pendidikan yang Mendunia

Hans Freudenthal? Siapa dia? Mungkin banyak orang, khususnya di Indonesia yang tidak mengenal atau bahkan belum pernah mendengar nama ini. Berdasarkan asumsi ini, saya mencoba membuat tulisan tentang beliau, yang dalam pandangan saya adalah seseorang yang pantas mendapat gelar *the real mathematics educator*. Bagi saya, mengenal sosok Hans Freudenthal dan menelusuri jejak langkah dan semangatnya dalam pengembangan pendidikan matematika adalah sebuah **kewajiban**, khususnya bagi kalangan pendidik dan pengajar matematika di seluruh dunia. Matematikawan, penemu dan sekaligus pelopor gerakan baru dalam dunia pendidikan matematika ini dikenal baik di kalangan matematikawan dunia hingga namanya diabadikan di sebuat institut tempatnya meneliti di Belanda dengan nama ** Freudenthal Institute, Utrecht University**. Selain itu, nama Hans Freudenthal juga menjadi nama sebuah medali dan penghargaan dibidang pendidikan matematika yakni

**, yang diberikan kepada pendidik matematika yang meneliti pengembangan di bidang pendidikan matematika selama bertahun-tahun dan memberikan kontribusi penting di bidang tersebut. Penghargaan ini diberikan oleh ICMI (**

*Hans Freudenthal Award**International Commission on Mathematical Instruction*) di dalam sebuah kongres internasional yang dikenal dengan nama ICME (

*International Congress on Mathematics Education*). Orang pertama yang menerima penghargaan ini adalah Celia Hoyles, seorang pakar pendidikan matematika dan profesor di

*Institute of Education, University of London, United Kindom*. Mau tahu lebih jauh siapa sosok Hans Freudenthal dan apa saja karya yang telah dibuatnya? Berikut penjelasannya:

# Teaching and Learning The concept of Adding and Subtracting of Whole Numbers up to Nine Hundreds Using RME Approach in Indonesian Primary School

**A. ****INTRODUCTION**

This observation report explains about the process of teaching and learning adding and subtracting up to nine hundreds without saving at SD Negeri 98 Palembang, South Sumatera, Indonesia by using Realistic Mathematics Education Approach with stone and arrow cards as a model of and model for respectively. This activity involved 35 pupils.

In this observation, I was a teacher in the classroom. The teaching and learning activities ran about 60 minutes. When I was teaching, I also did documentation and guided the students to follow the instruction. In this meeting, I introduced the concept of addition up to nine hundreds to the students through telling the story titled “Perjalanan Si Bolang”.

**B. ****DISCUSSION**** FINDINGS**

I conducted my observation in SD Negeri 98 Palembang, a public primary school located at K.H.A. Azhari street, 14 Ulu, Palembang on the 8^{th} of October, 2011. It is one of the public primary schools in Palembang that has been applying PMRI in the classroom.

When I met with Mrs. Ningcik, as she called, she said that the students at grade III start their lesson in the noon, around 1.20 p.m. Presently, the topic for mathematics subject is adding up to one thousands. But than, she suggested me to start with adding without saving. By discussion with her, either by phone or message, I also told her that I am planning to use story as a context in teaching the concept of adding up to one thousands and she agreed with it.

** **

**C. ****GOAL OF OBSERVATION**

The goal of this research is to make students understand the concept adding up to nine hundreds without saving by using Realistic Mathematics Education Approach.

# “pempek” Story, Straws and Arrow Cards in Teaching and Learning Place Value Concept at Grade II

** ****A. ****INTRODUCTION**

This observation report explains about the process of teaching and learning place value at SD Negeri 98 Palembang, South Sumatera, Indonesia by using Realistic Mathematics Education Approach with straws and arrow cards as a model of and model for respectively. This activity involved 32 pupils.

In this observation, Mrs. Mariani was a teacher in the classroom. The teaching and learning activities ran about 60 minutes which was helped by Novita Sari and me for documenting and guiding the students to follow the instruction. In this meeting, we introduced the concept of place value to the students through telling the story titled “Ibu Ros dan Pempek”.

**B. ****GOAL OF RESEARCH**

The goal of this research is to make students understand the concept of place value by using Realistic Mathematics Education Approach.

**C. ****RESEARCH FINDING**

**1. ****Discussion Result**

This research conducted in SD Negeri 98 Palembang, a public primary school located at K.H.A. Azhari Street, 14 Ulu, Palembang on the 23^{th} of September, 2011. It is one of the public primary schools in Palembang that has been applying PMRI in the classroom. Before my friend Novita sari and I, went to this school for conducting our research, we had had discussion with Mrs. Mariani as a teacher at grade II. From the discussion, we have a deal that Mrs. Mariani will be a teacher in the class and Novita sari and I will help her to guide the students in the group.

# MARS PMRI

PMRI stands for Pendidikan Matematika Realistik Indonesia, The Indonesia version of Realistic Mathematics Education, the Dutch approach to mathematics education. As a new reform of mathematics education in Indonesia, PMRI has been implemented for more than a decade. In order to maintain the spirit of the stake holders of PMRI, especially the teachers, there is a song called Mars PMRI that describes the PMRI in Indonesia. The song created by one of lecturers in Indonesia, Dr. Mulyardi. Here the song for you.

# Teaching and Learning Greatest Common Factor (GCF) and Least Common Multiple (LCM) at Grade V Using RME Approach

** A. INTRODUCTION**

This observation report explains about the process of teaching and learning Greatest Common Factor (GCF) and Least Common Multiple (LCM) at SD Negeri 98 Palembang, South Sumatera, Indonesia by using Realistic Mathematics Education Approach. This activity involved 33 pupils in two days.

In the first meeting, I was a teacher in the classroom. The teaching and learning activities ran about 60 minutes which was helped by Mrs. Maryani and Novita Sari for documenting and guiding the students to follow the instruction. In this meeting, we introduced the concept of Greatest Common Factor (GCF) to the students by giving the realistic problem.

In the Second meeting, in the second day, Novita Sari acted as a teacher and helped by Mrs. Maryani and me to guide the students and document the teaching and learning process. In this chance, we introduced the concept of Least Common Multiple (LCM) by using the realistic problem as we did in the first meeting.

**B. ****GOAL OF RESEARCH**

The goal of this research is to make students understand the concept of Greatest Common Factor and Least Common Multiple by using Realistic Mathematics Education Approach.

# Lesson Study and Realistic Mathematics Education: A Conceptual Overview

Along with language, mathematics has always been at the core of education in all civilized societies. In the school context, as Latterell (2005) said that most students (and many adults) view mathematicians, and even students who are good in mathematics, as probably smart, but socially inept. Being good in mathematics is not something many students strive to be.

Mathematics education researchers try to offer solutions for this case and other problems in the teaching and learning mathematics. In fact, mathematics education is not just simply a discipline or a body of knowledge, but much more than that, it comprises things that people do. Now the didactics and the design of mathematics education become more and more develop. The focus is on theory of mathematics education. This paper explains a comparison between two approaches in mathematics education.

**Lesson Study**

Lesson study is a collaboration-based teacher professional development approach that originated in Japan (Murata, 2011). Lesson study gain an international attention in the past decade and in 2002 it was one of the foci for the Ninth Conference of International Congress on Mathematics Education (ICME) held by International Commission on Mathematical Instruction (ICMI). Began in the late 19th century in Japan, lesson study refers to a process in which teachers progressively strive to improve their teaching methods by working with other teachers to examine and critique one another’s teaching techniques.