Article Sidebar

Download
PDF
Statistic
Read Counter : 32 Download : 28

Main Article Content

Abstract

At the end of the sixties of last century, the development of Realistic Mathematics Education (RME) started in the Netherlands. At the beginning of this century, the Indonesian adaptation of RME, Pendidikan Matematika Realistik Indonesia (PMRI), started. The implementation of RME / PMRI has proven to be challenging. In this research, a qualitative case study was used to investigate teachers’ perceptions and experiences in implementing RME/PMRI in their classes. Semi-structured interviews were conducted with several Dutch and Indonesian teachers who have joined the RME/PMRI training. We found similarities and differences between the two groups of teachers. Both groups of teachers understand the use of context as a starting point for students to construct mathematical understanding. The Dutch teachers considered the construction of interesting mathematical problems and the use of the guided-reinvention principle as the difficulties but motivated them to do more practice. Indonesian teachers mentioned that for them, the integration of mathematics with other subject areas for integrated thematic learning in the 2013 curriculum was their constraint but it was also a challenge for them to be more creative. These perspectives can become a reference for the development of a localized implementation of learning trajectory in classroom practices.


DOI: https://doi.org/10.22342/jpm.17.1.20097.103-120

Keywords

Context Primary School Teachers Realistic Mathematics Education

Article Details

License

Copyright (c) 2023 Puri Pramudiani, Tatang Herman, Turmudi, Maarten Dolk, Belinda Terlouw

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, Creative Commons Attribution-ShareAlike (CC BY-NC-SA).

How to Cite
Pramudiani, P., Herman, T., Turmudi, Dolk, M., & Terlouw, B. (2024). What Do Indonesian and Dutch Teachers Find Challenging When Implementing Realistic Mathematics Education?. Jurnal Pendidikan Matematika, 17(1), 103–120. Retrieved from https://jpm.ejournal.unsri.ac.id/index.php/jpm/article/view/183
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Astari, S. Y., Kesumawati, N., & Misdalina, M. (2021). Development of Social Arithmetic Teaching Materials Using IT-Based PMRI Approach for SMP Students. Jurnal Pendidikan Matematika, 15(2), 191–202. https://doi.org/10.22342/jpm.15.2.13022.191-202
  2. Aziiza, Y. F., Rosjanuardi, R., & Juandi, D. (2022). Didactic Design of the Concept of Surface Area of Flat-Sided Prism Based on van Hiele’s Theory in Online Learning. Jurnal Pendidikan Matematika, 16(1), 73–88. https://doi.org/10.22342/jpm.16.1.13789.73-88
  3. Bakker, A. (2004). Design research in statistics education: On symbolizing and computer tools. CD-β Press.
  4. Bakker, A. (2018). Design Research in Education. Routledge. https://doi.org/10.4324/9780203701010
  5. Boswinkel, N., Galen, F. van, Jonker, V., Reeuwijk, M. van, Verscure, C., & Wijers, M. (2006). Grote Rekendag 2006 Spelen Met Getallen. Freudenthal Instituut, Universiteit Utrecht.
  6. Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (FOURTH). Pearson Higher Ed.
  7. Ekawati, R., & Lin, F.-L. (2013). Indonesian primary school teachers’ challenge in learning RME’s teaching approach. Proceedings of the 6th East Asua Regional Conference on Mathematics Education, 3, 229-239 Thailand: EARCOME.
  8. Eligio. (2017). An Overview of the Growth and Trends of Current Research on Emotions and Mathematics. In Understanding Emotions in Mathematical Thinking and Learning (pp. 3–41). Academic Press. https://doi.org/10.1016/B978-0-12-802218-4.00001-7
  9. Fauziah, A., Putri, R. I. I., Zulkardi, & Somakim. (2018). Primary school student teachers’ perception to Pendidikan Matematika Realistik Indonesia (PMRI) instruction. Journal of Physics: Conference Series, 943(1). https://doi.org/10.1088/1742-6596/943/1/012044
  10. Freudenthal, H. (1991). Revisiting Mathematics Education. Kluwer Academic Publishers. Gravemeijer, K. P. E. (1994). Developing Realistic Mathematics Education. Culemborg: Technipress.
  11. Haji, S. (2013). Iceberg's Approach to Learning Fraction Division in Elementary Schools [in Bahasa]. Infinity Journal, 2(1), 75. https://doi.org/10.22460/infinity.v2i1.26
  12. Iskandar, R., & Zulela, M. S. (2021). Professionality analysis of basic education teachers as agents to improve creativity in digital era. Jurnal Ilmiah Sekolah Dasar, 5(1), 16–24. https://ejournal.undiksha.ac.id/index.php/JISD/article/view/29580
  13. Jupri, A., & Hidayat, A. S. (2022). Problem-solving Approach and Its Impact on Creative Thinking Ability of Prospective Mathematics Teachers. Jurnal Pendidikan Matematika, 16(3), 257–268. https://ejournal.unsri.ac.id/index.php/jpm/article/view/17820
  14. Murtafiah, W., Lukitasari, M., & Lestari, N. D. S. (2021). Exploring the Decision-Making Process of Pre-Service Teachers in Solving Mathematics Literacy Problems. Jurnal Pendidikan Matematika, 15(2), 145–160. https://doi.org/10.22342/jpm.15.2.13908.145-160
  15. Pambudi, D. S., Budayasa, I. K., & Lukito, A. (2020). The Role of Mathematical Connections in Mathematical Problem Solving. Jurnal Pendidikan Matematika, 14(2), 129–144. https://doi.org/10.22342/jpm.14.2.10985.129-144
  16. Pambudi, D. S., Sunardi, S., & Sugiarti, T. (2022). Learning Mathematics Using a Collaborative RME Approach in the Indoor and Outdoor Classrooms to Improve Students’ Mathematical Connection Ability. Jurnal Pendidikan Matematika, 16(3), 303–324. https://ejournal.unsri.ac.id/index.php/jpm/article/view/17883
  17. Prahmana, R. C. I., Sagita, L., Hidayat, W., & Utami, N. W. (2020). Two Decades of Realistic Mathematics Education Research in Indonesia: a Survey. Infinity Journal, 9(2), 223. https://doi.org/10.22460/infinity.v9i2.p223-246
  18. Purnomo, Y. W., Pramudiani, P., Abdul Aziz, T., Kaur, A., Noor Ismail, S., & Nuriadin, I. (2019). Indonesian Teachers Beliefs On The Gap Between Educational Research And Practice. Australian Journal of Teacher Education, 45(12), 24–42. https://doi.org/10.14221/ajte.202v45n12.2
  19. Pusat Kurikulum dan Perbukuan, Balitbang, K. (2016). Integrated Curriculum Thematic Book 2013: Theme 1 Myself [in Bahasa]. Kementerian Pendidikan dan Kebudayaan.
  20. Putri, R. I. I., Dolk, M., & Zulkardi. (2015). Professional development of PMRI Teachers for Introducing Social Norms. IndoMS-JME : Journal on Mathematics Education, 6(1), 11–19. https://ejournal.unsri.ac.id/index.php/jme/article/view/1900/795
  21. Putri, R. I. I., & Zulkardi, Z. (2019). Designing Jumping Task on Percent using PMRI and Collaborative Learning. International Journal on Emerging Mathematics Education, 3(1), 105. https://doi.org/10.12928/ijeme.v3i1.12208
  22. Revina, S., & Leung, F. K. S. (2018). How the Same Flowers Grow in Different Soils? The Implementation of Realistic Mathematics Education in Utrecht and Jakarta Classrooms. International Journal of Science and Mathematics Education, 17(3). https://doi.org/10.1007/s10763-018-9883-1
  23. Revina, S., & Leung, F. K. S. (2019). Issues involved in the adoption of Realistic Mathematics Education in Indonesian culture. Compare: A Journal of Comparative and International Education, 51(5), 631–650. https://doi.org/10.1080/03057925.2019.1650636
  24. Salihu, L., Aro, M., & Räsänen, P. (2018). Children with learning difficulties in mathematics: Relating mathematics skills and reading comprehension. Issues in Educational Research, 28(4), 1024–1038.
  25. Sembiring, R., Hoogland, K., & Dolk, M. (2000). A Decade of PMRI in Indonesia. Ten Brink, Meppel.
  26. Terlouw, B. (2010). Wat kinderen vertellen in de rekenles. The Netherlands: JSW.
  27. Van den Heuvel-Panhuizen, M. (2020a). International Reflections on the Netherlands Didactics of Mathematics-Visions on and Experiences with Realistic Mathematics Education. Proceedings of the ICME-13 Monographs. https://doi.org/10.1007/978-3-030-20223-1_1
  28. Van den Heuvel-Panhuizen, M. (2020b). National Reflections on the Netherlands Didactics of Mathematics- Teaching and Learning in the Context of Realistic Mathematics Education. Proceedings of the ICME-13 Monographs, 15–29. https://doi.org/10.1007/978-3-030-33824-4_2
  29. Van den Heuvel Panhuizen, M., Drijvers, P., Education, M., Sciences, B., & Goffree, F. (2014). Encyclopedia of Mathematics Education. Encyclopedia of Mathematics Education. https://doi.org/10.1007/978-94-007-4978-8
  30. Vandeyar, S. (2017). The Teacher as an Agent of Meaningful Educational Change. Educational Sciences: Theory & Practice, 17(2), 373–393. https://doi.org/10.12738/estp.2017.2.0314
  31. Zulkardi, & Putri, R. I. I. (2006). Design your own contextual math problems [in Bahasa].
  32. Proceedings of the Mathematics National Conference XIII Semarang, 1–7.
  33. Zulkardi, Z., Putri, R. I. I., & Wijaya, A. (2020). Two Decades of Realistic Mathematics Education in Indonesia. In International Reflections on the Netherlands Didactics of Mathematics (pp. 325– 340). https://doi.org/10.1007/978-3-030-20223-1_18

Similar Articles

<< < 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.