Peran Realistic Mathematics Education (RME) Terhadap Miskonsepsi Siswa pada Materi Aturan Cosinus
DOI:
https://doi.org/10.21831/pspmm.v7i1.291Keywords:
RME, Miskonsepsi, Trigonometri, Aturan CosinusAbstract
Realistic Mathematics Education (RME) dikembangkan dengan gagasan bahwa pembelajaran matematika yang pada umumnya berbentuk abstrak, baiknya dimulai dengan situasi yang realistis. Aturan cosinus pada materi trigonometri merupakan satu diantara sub materi yang abstrak sehingga siswa sulit untuk membentuk alur pikirnya yang mengakibatkan terjadinya rentetan kesalahan siswa dalam memahami konsep tersebut. Namun trigonometri juga memiliki kedekatan pada lingkungan sekitar siswa, sehingga dalam pembelajarannya dapat direpresentasikan lebih realistik. Penelitian ini memiliki tujuan untuk mengetahui peran dari RME terhadap miskonsepsi siswa MAN Tolitoli pada materi aturan cosinus. Penelitian ini menggunakan metode penelitian one-group pretest-posttest design dengan sampel penelitiannya adalah siswa kelas X MIA 1 yang berjumlah 33 siswa. Teknik pengumpulan datanya berupa tes yaitu pretest dan posttest. Pada hasil penelitian terungkap informasi bahwa sebelum diterapkannya pendekatan RME pada materi aturan cosinus, miskonsepsi siswa pada pretest untuk masing-masing jenis yakni klasifikasional, korelasional dan teoritikal secara berurut adalah 19.19%, 35.35% dan 23.23%. Kemudian setelah pembelajaran dengan RME dilakukan posttest dan diperoleh persentasi untuk masing-masing miskonsepsi klasifikasional, korelasional dan teoritikal secara berurut adalah 7.58%, 26.26% dan 15.15%. Hal ini terjadi penurunan persentasi untuk masing-masing miskonsepsi klasifikasional, korelasional dan teoritikal secara berurut sebesar 11,61%, 9,09%, dan 8,08%. Jadi, dapat disimpulkan bahwa RME efektif dalam mengatasi miskonsepsi siswa pada materi aturan cosinus.References
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