Course on SEA Realistic Mathematics

Education for Primary School Teachers

Yogyakarta, September 6 - 19, 2017

ACTION PLAN

COURSE ON TEACHING MATHEMATICS THROUGH

REALISTIC APPROACH

Written by:

HALIL
SDN 2 CAKRANEGARA

HERAWATI
SDN 9 MATARAM

INDONESIA
 COURSE ON TEACHING MATHEMATICS THROUGH
REALISTIC APPROACH

Written by:

HALIL

Division/School : SDN 2 CAKRANEGARA

City : MATARAM
Country : INDONESIA
E-mail : alilsbd@yahoo.com

HERAWATI

Division/School : SDN 9 MATARAM

City : MATARAM
Country : INDONESIA
E-mail : herawatihulaimi2010@gmail.com

Acknowledged by,

Director, Facilitator,

Dr. Wahyudi Ummy Salmah

NIP. 196611121988111001 NIK. 201703012002

PROPOSAL OF ACTION PLAN

COURSE ON TEACHING MATHEMATICS THROUGH
REALISTIC APPROACH

A. RATIONALE

What is Realistic Mathematics Education?

Realistic Mathematics Education (RME) is a theory of Mathematics education which
combines the concept of Mathematics as human activities, how students learn
Mathematics and how to teach Mathematics. This theoretical approach towards
Mathematics teaching and learning was developed by Freudenthal Institute since
1971. According to Professor Hans Freudenthal (1905 – 1990), Mathematics should
not be presented to students as a ready-made product and the students should
reinvent Mathematics.

In the concept of RME, students are given the opportunity to reinvent Mathematics
concepts and ideas by themselves, through exploration of various contextual
problems. Here, it makes the learning of Mathematics more fun and meaningful.

Why Realistic Mathematics Education?

As from what we have observed, majority of the students dislike Mathematics and
they tend to find this subject difficult and boring. The traditional approach of
“Teaching by telling” is still widely practice in Mathematics lessons. The learning
content is split up in meaningless small parts, where students are taught to solve
problems in a mechanistic, procedure-focused way and then given a series of similar
questions to be done as exercises, often to be done individually. With this approach,
students are just mainly receiving the information without real understanding of
what was being taught. Thus, they are unable to solve problems that require
application or Higher Order thinking.

RME has a more complex and meaningful conceptualization of learning. The

students, instead of being the passive receivers of ready-made Mathematics, are
considered as active participants in the teaching-learning process, in which they
 develop Mathematical tools and insights. In addition, they are given the
opportunities to share their ideas, thinking and experiences with others.

In this workshop, the presenters will share on the principles and concept of RME
lessons, and also Indonesian experiences in disseminating RME. It will give
participants opportunity to experience teaching Mathematics using Southeast Asia
RME. Thus, teachers may use the RME concept from their own culture and
environment as the context of their teaching in Mathematics classrooms.

B. Aims
1. To give an opportunity for primary school Mathematics teachers to understand RME
theory.
2. To enhance primary school Mathematics teachers’ competence in Mathematics
teaching and learning by using RME.
3. To provide primary school Mathematics teachers with the experiences of Southeast
Asia RME lesson.

C. Expected Outcomes
At the end of the course, the participants should be able to:
1. show understanding on the basic concepts of RME,
2. use RME approach in mathematics teaching and learning from their own culture and
environment,
3. acquire skills and abilities to develop classroom-experiment-based RME materials,
4. design school-based RME development programme.

D. Course Content /Topics

1) Introduction to RME
2) Indonesian Experiences in Disseminating RME
3) Modeling of RME Lesson
4) Exploring Contextual Problems and Reflection
5) Quantitative literacy
6) Philosophy of Assessment for RME
7) Lesson Design within RME context
E. Methods
1. Lecture
2. Discussion
3. Demonstration
4. Simulation

F. Time Frame (Duration)

Duration : 2 – 4 Oktober 2017
Time : 07.30- 12.15
Total Hours : 18 hours

G. Proposed Venue

Hall of SDN 2 Cakranegara / LPMP Provinsi Nusa Tenggara Barat

H. Schedule

1st Day : 2 Oktober 2017

Time Activity/Topic Resource Venue

Person
07.30 – 08.15 Opening Ceremony Hr. & Hl Hall of SDN 2
Cakranegara/
08.15 – 09.00 Introduction to RME & PMRI Hr. & Hl
LPMP Provinsi
09.00 – 09.45 Introduction to RME & PMRI Hr. & Hl Nusa Tenggara
Coffee Break Barat
09.45 – 10.00
10.00 – 10.45 PISA & TIMMS Hr & Hl
The Use of Applets in Teaching Ms. Ukki
10.45 – 11.30 Mathematics Rahmawati,
The Use of Applets in Teaching Ms. Ukki
11.30 – 12.15 Mathematics Rahmawati,
2nd Day : 3 oktober 2017
Time Activity/Topic Resource Person Venue
Ms. Ukki
07.30 – 08.15 Modelling of RME lesson
Rahmawati,
Ms. Ukki Hall of SDN
08.15 – 09.00 Modelling of RME lesson
Rahmawati, 2
Ms. Ukki Cakranegara/
09.00 – 09.45 Modelling of RME lesson
Rahmawati, LPMP
09.45 – 10.00 Coffee Break Provinsi Nusa
10.00 – 10.45 Designing Action Plan Ms. Pastita A.L. Tenggara
Barat
10.45 – 11.30 Designing Action Plan Ms. Pastita A.L.

11.30 – 12.15 Designing Action Plan Ms. Pastita A.L.

3rd Day :

Time Activity/Topic Resource Venue

Person
07.30 – 08.15 Designing Action Plan Ms. Pastita A.L.
08.15 – 09.00 Designing Action Plan Ms. Pastita A.L.
Hall of SDN 2
09.00 – 09.45 Peer Teaching Halil & herawati
Cakranegara/
09.45 – 10.00 Coffee Break LPMP Provinsi
10.00 – 10.45 Peer Teaching Nusa Tenggara
Barat
10.45 – 11.30 Peer Teaching

11.30 – 12.15 Reflection

L. Participants
Lower and upper primary school Mathematics teachers.

M. Resource Persons
o Instructor from QITEP for Mathematics
o Herawati
o Halil
N. Budget
SDN 2 Cakranegara and SDN 9 Mataram

O. Sources of Funds
BOS of SDN 2 Cakranegara and SDN 9 Mataram; Sponsorship, etc.

M. Facilities/Equipment/Materials Needed
Provided by SDN 2 Cakranegara and SDN 9 Mataram

N. Legal Bases

The proposal of Action Plan submitted to and approved by:

1. Director of SEAMEO QITEP in Mathematics Yogyakarta
2. The Principals of SDN 2 Cakranegara and SDN 9 Mataram
3. Head of Educational District of Mataram City

O. Evaluation
Before the closing ceremony of the workshop, participants will complete a questionnaire
to determine their perception regarding the conduct of the workshop and its effectiveness
in disseminating the knowledge and skills as required in the aims of the workshop. The
teachers are expected to practice and implement RME in their classrooms. They are also
expected to report and analyze weaknesses and strengths of strategies and techniques
used in the conduct of RME.

By realizing this action plan, we hope that all participants can get benefit and the sense
of value in improving professionally, socially and personally as well when delivering
mathematics teaching. We can expect that the teachers become the best facilitators for
their students and promote Mathematics as a meaningful subject to be learnt.
 Instructor Evaluation

WORKSHOP ON
IMPLEMENTING REALISTIC MATHEMATICS EDUCATION FOR
PRIMARY SCHOOLS IN MALANG

Topic :________________________________
Facilitator :________________________________

Give check list (˅) in the column below

No Assessment Aspect A B C D
1. Clarity and Organization (important concept)
2. Enthusiasm ( enjoyed teaching, dynamic and energetic)
3. Quality of rapport with participants( show respect and personal
interest in participants, listen and are supportive)
4. Ability to involve participants (Stimulate thoughts, encourage
asking question, ask challenging questions, answer questions
precisely)
5 Knowledge of as to breadth, depth, analysis and synthesis of ideas)
6. Professionalism( self- assured, open to opinions of others,
responsible and respectful)
7. Effective and efficient time management (Start session on time,
adjust pace of instruction to level of participation, use time wisely)
8. Overall

A: Excellent
B: Good
C: Moderate
D:Poor

Note:
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