Penggunaan Video Tape Recorder (VTR) Untuk Pengembangan Matematika Realistik di SMP

By: Dr. Marsigit, M.A.

Reviewed by: Dyah Sartika Putri

By doing the observations and analysis on the VTR on learning mathematics, which has recorded by a teacher who has been carrying out a realistic approach to mathematics learning, then teachers can examine and seek other alternatives for obtaining the development of concepts or ideas about concrete objects and the environment objects, can be used as a context for learning mathematics in building mathematical connections through social interaction.

1. VTR on learning geometry

-          VTR can load a series of captions to describe how a student or several student trying to find a formula the surface area of ​​the ball by doing the closing on its surface.

-          VTR can also load a series of captions to describe how a student or several students tried to use a can and model to find the sand cone and cone volume formula.

-          A model of learning mathematics that have been recorded in the VTR certainly has its advantages and disadvantages. So teachers can discuss it to gain new knowledge by comparing his experiences. As for the VTR itself also has drawbacks, such as: the limited point of view, not all aspects can be recorded, image quality, image capture moments that are not appropriate.

-          VTR on learning Fractions

VTR in learning fractions can be applied to the material fractions and shapes, simple fractions, changing fractions with numerator greater than denominator mixture into fractions, comparing fractions, sorting fragments, decimal fractions, percent, addition and subtraction of fractions, reducing fractions whose denominators equal , add and subtract fractions of different denominators, addition and subtraction mixed fractions, multiplying fractions, etc.

VTR usage for realistic approach to learning mathematics can provide the following benefits:

1. Teachers have the opportunity to test the concrete objects and environmental objects can be used as a context for learning mathematics in building mathematical connections through social interaction.
2. Teachers have the opportunity to explore and reflect on learning math concepts realistic.
3. Teachers have the opportunity to exchange experiences with other teachers about the development of realistic mathematical learning.
4. Teachers have the opportunity to reflect on the preparation of teaching and learning process (PBM) in junior high school mathematics in accordance with the principles PMRI.