PERBANDINGAN ANTARA PROSES PEMBELAJARAN udMATEMATIKA DAN STRATEGI MENYELESAIKAN udMASALAH TENTANG PECAHAN OLEH SISWAudSEKOLAH DASAR DI SEKOLAH YANG udMENGIMPLEMENTASIKAN PMRI DAN YANG udTIDAK MENGIMPLEMENTASIKAN PMRI

摘要

Mujib, S850907016, 2010. A Comparative study between the elementary udstudents which implements PMRI and the elementary students of non-PMRI in udmathematics instructional process and strategy to deal with fraction.Supervising udCommission I: Dr Y Marpaung, II: Drs. Pangadi, M.Si. Postgraduate Program of udMathematics Education, Sebelas Maret University Surakata.udIn Indonesia, the application of Realistic Mathematics Education (RME) model udis recognized as Realistic Mathematics Education of Indonesia the model is important udbecause teaching-learning process is run on the base of context for a progressive udmathematics learning where pupils can develop informal context-specific solution udstrategies from various situations that are realistically undergone. Therefore, purposes udof this study are: first, to find out the mathematics learning in both PMRI school and udnon-PMRI classes in view of teacher’s activeness, pupil’s activeness, and pupil’s udinteraction; second, to find out pupil’s enthusiasm on the subject of mathematics in udboth PMRI and non-PMRI schools; and third, to find out the thinking or reasoning udprocess of pupil in solving the fraction-related mathematics problems in class of both udPMRI and non-PMRI schools.udThe study was done by using a descriptive qualitative with a comparative udapproach. Data were collected by using observation, interview, and documentary udtechniques. Data obtained were analyzed using a descriptive qualitative technique.udResult of the study indicates that (1) SD PMRI had some characteristics udallowing pupil to undergo a progressive mathematics learning, which was indicated udby as follows: (a) The teacher begun the class by providing pupils with contextual udproblem while the pupils actively participated using the model; (b) It was pupils udcentered: the teacher explained the concept and gave the pupils opportunity to deal udwith the problems with their own ways; (c) There were interaction between the udteacher and the pupils and interaction between pupils when doing the exercises. In SD udNon-PMRI; (a) The teacher explained the lesson while the pupils were passive; (b) udThe pupils were quickly felt bored and did not like to learn mathematics as they udconsidered it was a difficult subject; (3) Thinking/logical process of pupils in SD udNon-PMRI (a) The pupils oriented on result rather than process. In solving problems, udthe pupils made use only one way. They had same way of thinking, commonly it was udformal; (b) The pupils could not explain their ideas clearly.udKeywords: PMRI, Teacher’s Activeness, Pupil’s Activeness, Teacher-Pupil udInteraction, Pupil-pupil Interaction, Problem-solving Process.