THE DEVELOPMENT OF MATERIALS BASED ON REALISTIC MATHEMATICAL APPROACH TO IMPROVE MATHEMATICAL REASONING ABILITY AND EMOTIONAL INTELLIGENCE STUDENTS OF MTs SWASTA MUHAMMADIYAH SEI APUNG JAYA
| Main Authors: | Lubis, Azlina, Rajagukguk, Waminton, Fauzi, Kms Muhammad Amin |
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| Format: | Article PeerReviewed Book |
| Bahasa: | ind |
| Terbitan: |
International Organization of Scientific Research (IOSR) Journals
, 2017
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| Subjects: | |
| Online Access: |
http://digilib.unimed.ac.id/30388/1/Reviewer.pdf http://digilib.unimed.ac.id/30388/ http://www.iosrjournals.org/iosr-jrme/papers/Vol-7%20Issue-6/Version-5/J0706056168.pdf |
Daftar Isi:
- There were three objectives of this research, namely; (1) to describe the validity, practicality and effectiveness of realistic mathematics approach-based materials to improve students’ math reasoning skill and emotional intelligence, (2) to improve students’ math reasoning skill through developing materials, (3) to improve students’ emotional intelligence through developing materials. In order to achieve the objectives of the research, this developing research used the modification of 4-D development model. There were four stages performed, namely; define, design, develop, and disseminate. The experiment was conducted in grade VII-1 and VII-2 containing 35 students of MTs S Muhammadiyah Sei Apung Jaya. After experiment I and II, this research found that (1) the validity of material was valid based on the experts, the practicality of materials met the standards in which the validator stated that the materials can be used by doing some revision, the result of the observation also showed that the material was high category level, the material had proper worksheet, and the effectiveness of materials could be showed from three sides; the number of students’ completeness, the active participation of students, and the positive feedback of students, (2) there was the significant improvement of students’ math reasoning skill in which experiment II with 70.97 was higher than experiment I with 65.63, and (3) there was the significant improvement of students’ emotional intelligence in which experiment II with 2,82 was higher than experiment I with 2,75.