Develop Inductive Reasoning on Pattern Numbers with a Realistic Mathematics Education Approach in the Ninth Grade Students in MTs Al-Kenaniyah, Jakarta

摘要

The Mathematic Learning on the material number patterns in class IX Junior High School in Indonesia is usually only given in the form of a patterned number sequence without concrete activities. It does have impact on the undeveloped student’s reasoning ability so their problem-solving strategies became less. The difficulties experienced by students when studying this material is determining which rules of an image patterns and patterns of numbers as well as make common abstract generalization. Addressing issues related to the number of the pattern, then we need a learning innovation that can overcome the difficulties and students can develop the capability of inductive reasoning. This study raises the question of how the approaching of Realistic Mathematics Education (RME) can develop inductive reasoning grade IX MTs Al-Kenananiyah in the material Number Pattern. This research was conducted at MTs Al-Kenaniyah Jakarta using design research method. This study describes a Hypothesis Learning Trajectory (HLT) with the aim of developing local learning math theory about the learning process of students and how to support the learning process. Data analysis of the learning process of students individually and socially in the classroom as well as the role of teachers and other factors will contribute to a further improvement of HLT as input. Based on retrospective analysis, activities which have been designed earlier by using the approaching of RME make class be effective and train students to continually honing the ability of inductive reasoning ability assets so that the ability of student to reasoning inductively can be more developed. The use of context which suit a variety of patterns on each of meeting such as hydroponic container context ebb and flow pattern for the number of square and rectangular, mathmatic process that occurs in each phase of the generalization the use of model of and model for, and students active role, as well as the role of the teacher in the classroom who can guide students in constructing strategies and use inductive reasoning ability to identify simple patterns of numbers that even number patterns, odd, square, rectangular and triangular. Emerging strategies also makes it easy for students to elaborate patterns in numerical or verbal form as well as determine the general rules.