The Learning Trajectory of Set Concept Using Realistic Mathematics Education (RME)

Learning trajectory of set is a learning path to get concept of set. However, several teachers did not combine methods, approaches, and ideas in their practical deliveries. This situation becomes a concern for teachers to handle since it will affect the rule without reason so that the accepted concept will not last long in students’ memory. This study aim to describe the learning trajectory using RME models to construct the concept of set. Hypothetical learning trajectory (HLT) was designed using a qualitative method with the realistic mathematics education (RME) of Gravemeijer model as the activity stage begin from preparing for the experiment, pilot experiment, teaching experiment and retrospective analysis. The designed HLT consisted of an objective, activity, and conjecture. This study achieved an understanding of the set concept with applying RME design. By providing examples of contextual mathematics that take place in the learning environment, these outcomes were achieved. Then using media like set cards to model mathematics so that students can advance their own knowledge to the level of formal mathematics. Therefore, the RME-based HLT design can be a solution to obtain the concept of set, primarily in domain definition and set notation to produce a learning trajectory

PENINGKATAN KETERAMPILAN PROBLEM SOLVING, COMMUNICATION DAN COLLABORATION DENGAN PENDEKATAN SCIENTIFIC TIPE LEARNING TOGETHER

Techonological developments 5.0 requires all people to have soft skill that should they develop so that they are not left and be able to adressing a social and educational issues. So this research focused on mathematic learning that applied a learning together-type scientific approach to improve 21 st century skills which include problem solving, communication and collaboration. This research is a quantitative study pseudo-experiments. The subjects in this study were 32 class VIII students at SMPN 7 Batang. The data collection techniques used are observation, questionnaires, interview and tests. The result of this study showed that mathematics learing with a learning together type scientific approach had increase a significant  in terms of the achievment of KD pretest by 38,3 % and posttest 77,08%. Using that result can show that problem solving skills have improved. Meanwhile, communication and collaboration skills are measured by giving quetionnaires and improving before and after treatment. So that the implementation of a learning together type scientific approach can develop 21 century skills

Analisis Kesulitan dalam Menyelesaikan Soal Matematika Berorientasi PISA Konten Change and Relationship Ditinjau dari Gender pada Siswa Kelas VIII SMP Negeri 7 Batang

The purpose of research, (1)Examine the differences in the ability to solve PISA oriented math questions change and relationship in terms of gender, (2)To describe the difficulty of students in solving PISA questions in terms of content change in terms of gender, (3)To describe the difficulty of students in solving PISA questions relationship content in terms of gender. This type of research uses the mix method research method. Data collection techniques using test, documentation, observation, and interview methods. The data analysis technique uses the T-test and flow model. Result of research, (1)There is no difference in the ability to solve PISA-oriented math problems change and relationship content between male and female students, (2)In the change content: high-capacity male and female students have met the first and second indicators. Medium-capable female strudents are superior in the first indicator compared to male students, while in the second indicator the male and female students already meet the indicators. Low-ability students still do not meet the first and second indicators, (3)In the relationship content: high-capacity male and female students meet the third and fourth indicators. Whereas moderately capable male students meet the third and fourth indicators and female students still lack the third or fourth indicators. For low-ability students still do not meet the third and fourth indicators