出版社：Fakultas Ilmu Pendidikan Universitas Negeri Yogyakarta
摘要：This study aims to investigate effects of the realistic mathematics learning approach on elementary school students’ activities and learning outcomes on the main topic of fractions. This study was a quasi-experimental study involving elementary school students’ mathematics learning outcomes as the dependent variable and the realistic mathematics approach and the conventional approach as the independent variable. The research design was the nonequivalent control group design. The research subjects were 61 students. The data collecting instrument was a mathematics achievement test and observation sheet. The students activity data were analyzed using descriptive qualitative and the study result’s data were analyzed using the analysis of covariance with the pretest score as the covariate at a significance level of 5% (α = 0.05). The results show that the realistic mathematics learning approach has positive effects on elementary school students’ activities and students study result’s. This can be seen from the analysis of covariant which shows that the value of sig 0,000 < 0,05. Student taught using realistic approach were able to answer four question much more compared to those taught using conventional approach. Results of student activity analysis showed that the activities of the students who were more active than the activities undertaken by the control group. Activities, done by experimental group, are visual activities, oral activities, listening activities, writing activities, drawing activities, motor activities, mental activities, and emotional activities. The research’s results shows that PMRI makes students more active in the mathematics learning process and the results of PMRI are better than those of the control group. Key words : students activity, learning outcomes, realistic mathematics learning
