Design of PMRI-based Mathematical Problems (English Version)



In order to make 6 portions of ‘es pisang ijo sauce’, the following ingredients are required:
– 1 litre of coconut milk
– 60 gram of tepung beras
– 100 gram of sugar
– 1/2 tea spoon of salt
– 1 piece of palm leave

Andi wants to make the sauce, and he has 10 litre of coconut milk, 100 gram of tepung beras, 1 kg of sugar, a lot of salt, 10 pieces of palm leave. How many portion of ‘es pisang ijo sauce’ he could make?

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Learning Percentage through Role-Playing ‘Surveyor-Respondent’

One of the very-closed mathematical concepts to us is percentage, of which the idea is represented in such common forms as discount, interest in bank, battery, polling result, and some other social activities. This familiarity would be a great potential to bridge students to learn the concept using PMRI (Pendidikan Matematika Realistik Indonesia) learning approach.

Therefore with, my friend and I have tried to design a set of activities to encourage students’ understanding regarding the concept. The design has been tried out to Grade V-E students of SD Pusri Palembang.

The first activity was conducted to identify how closed the concept of percentage to students is. To begin with, we showed a tagged paper ‘50%’ and asked the students where they use to meet such writing. Almost all the students answered ‘discount’. Several other answers like ‘battery’ and ‘polling result’ was also mentioned.

Capture quickcount
Representation of percents in real life

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PMRI: a rolling reform strategy in process (Reflection: Part One)

Summary on:

Hoven, G.H.v.d. (2010). PMRI: a rolling reform strategy in process. In Sembiring, R., Hoogland, K., Dolk, M.(Eds.), A decade of PMRI in Indonesia (pp. 51-66). Meppel: Ten Brink.

The initiation of PMRI in Indonesia, which was supported by DGHE, strengthened the reform of mathematics education in Indonesia since 2001. Many activities regarding the improvement of the concept of RME and its dissemination were done, especially after the PMRI won a grant from Dutch Government in 2006.

The so-called DO-PMRI (Dissemination of PMRI) programme was based on four basic principles, that is, bottom up development, learning through modelling, ownership at the right place, and co-creating and were supported by Indonesian Government either morally or financially.

Historical overview of the last eight years (2002-2010)

After successfully working in a small scope, PMRI team tried to extend their wings by encouraging universities and teacher educators to take a part. This leads to the initiation of P4MRI and LPTK.

There are four main objectives to focus on the second phase of DO-PMRI, are:
1. To build knowledge, skills, and practices of primary teachers regarding PMRI
2. To build knowledge, skills, and practices of teacher educators regarding the PMRI
3. To institutionalize PMRI in the LPTKs
4. To institutionalize PMRI at nationallevel

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