The RME Principles on Geometry Learning with Focus of Transformation Reasoning through Exploration on Malay Woven Motif
FebrianFEBRIAN1 , Puji ASTUTI1
1 UniversitasMaritim Raja Ali Haji, Kepulauan Riau, Indonesia
Received: 20.06.2018 Revised:20.09.18 Accepted:15.12.2018
The original language of article is English (v.15, n.Special Issue, December 2018, pp.33-41, doi: 10.12973/tused.10254a)
The use of concrete objects in a real-life situation is one of the effective ways for teachers to teach and students to explore and learn transformation geometry. The present study, which used a local wisdom or learning context (called Malay woven motif of Kepulauan Riau),focused on developing the reasoning of transformation geometry with Realistic Mathematics Education (RME) approach. The sample of this two cycles of design research consisted of grade 4 students from a state elementary school of 001 Toapaya, Bintan Regency. The questions ‘How does this learning approach illustrate some characteristics?’ and ‘How well does it perform?’ need to be responded. Hence, the RME principles (i.e., activity, reality, level, intertwinement, interactivity, and guidance) in the implementation of learning have been re-formulated over the years. This study showed that learning geometry through transformation reasoning with all RME principles helped students actively learn mathematics. The context of Malay woven motif brings real and meaningful problems for students to enable the process of mathematization. The learned mathematical content intertwined with other matheamtical contents allows learning process to emphasize individual,social, and teacher guide activities.
Keywords: Malay woven motif, reasoning, RME principle, transformation geometry