Rahmawati, Ani Frida 2013. Implementation of Realistic Mathematics Learning to Increase Student Motivation VIII C SMP Negeri 3 Jember, Thesis, Mathematics Education Study Program, Postgraduate Program, State University of Malang. Advisor (1) Prof. Dr. H. Ipung Yuwono, MS, M.Sc, (2) Dr. rer. nat. I Made Sulandra, M.Si.
Keywords: Realistic Mathematics Learning, Motivation to learn.
This research was motivated by the learning that occurred at SMP Negeri 3 Jember. Learning that occurs is still teacher-centered, as a result students become passive and have low learning motivation. Therefore, researchers feel the need to apply learning methods that are able to increase student motivation by linking mathematical ideas with the reality around students, namely by applying realistic mathematics learning.
The characteristics of realistic mathematics learning are: (1) using a real world context as a starting point for learning (use of context), (2) using a model to bridge concrete mathematical concepts to abstract (use of model), (3) appreciating the contribution of students' thoughts (students contribution), (4) learning in a democratic and interactive atmosphere (interactivity), (5) there is a relationship between the material being studied and other materials, other disciplines and daily problems (intertwinning).
The research method used is Classroom Action Research (PTK), with two cycles, each of which consists of: (1) planning, (2) implementation, (3) observation, and (4) reflection. Sources of data in this study were: (1) validators, (2) observers, (3) research subjects and (4) class VIII C students of SMP Negeri 3 Jember. The research data includes: (1) score of test results, (2) scores of observations of teacher activities and scores of observations of student activities during learning activities, (3) scores of student motivation questionnaires and (4) results of interviews with research subjects.
Implementation of realistic mathematics learning can be carried out well and can increase student motivation. Based on the results of observations of teacher and student activity increasing from cycle I to cycle II, the results of the student motivation questionnaire in cycle I to cycle II showed an increase and from the results of the interview students were happier, easier to understand the subject matter, confident and satisfied while participating in realistic mathematics learning in class.
Some of the research findings in this study are as follows: (1) student activities at the beginning of learning are less effective because students are not used to learning in groups using student worksheets without teacher guidance, (2) using worksheets by providing daily problems can help students build their own understanding , so that it is not too focused on the teacher, (3) the presentation of student work results in front of the class, can train students to dare to express their ideas / ideas, and (4) the teacher always guides and motivates students during learning activities, but sometimes during discussion the teacher does not direct students to respond to thoughts put forward by their friends, so that there are no responses from other students and only write answers on the board.