Penerapan Pendekatan PMRI Untuk Meningkatkan Kemampuan Pemecahan Masalah Kalimat Matematika Kelas 3 SD 2 Karangbener

Abstract

The low mathematical sentence problem solving ability of 3rd grade students at SD 2 Karangbener is the background of this classroom action research. This study aims to describe the improvement of mathematical sentence problem solving skills in addition and subtraction of whole numbers up to 100 through the implementation of the Indonesian Realistic Mathematics Education (PMRI) approach based on Kudus local culinary context. This classroom action research was conducted in two cycles based on the Kemmis and McTaggart model. The research subjects consisted of 11 third-grade students at SD 2 Karangbener (5 boys and 6 girls). Research data were collected through problem solving tests based on Polya's stages and nontest techniques including observation of learning implementation and student activities. Data analysis used comparative descriptive techniques for quantitative data and qualitative analysis by Miles and Huberman. The results showed a significant increase in students' cognitive learning outcomes. In the pre-cycle condition, the class mean score was only 23.18% with a classical mastery rate of 9.09% (1 out of 11 students). After Cycle I, the class mean score increased to 68.09% with a classical mastery rate of 54.55% (6 out of 11 students). In Cycle II, the class mean score reached 82.55% with a classical mastery rate of 90.91% (10 out of 11 students), exceeding the target indicator of 80.00%. Teacher learning implementation increased from 72.50% (Good) in Cycle I to 88.75% (Very Good) in Cycle II, in line with the increase in student learning activities from 62.50% (Good) to 83.75% (Very Good). In conclusion, the PMRI approach based on local Kudus culinary is effective in improving 3rd-grade students' mathematical sentence problem-solving ability at SD 2 Karangbener.