The Development of Mathematics Bilingual Module with the Help of

Realistic Mathematics Education in Grade VII Junior High School

Nuriska Makdiani, Wahidin, Ayu Tsurayya, and Krisna Satrio Perbowo

Department of Mathematics Education, University of Muhammadiyah Prof. DR. Hamka,

Tanah Merdeka Street, Jakarta, Indonesia

Keywords: Module Development, Realistic Mathematics Education

Abstract: The research was conducted due to the limited number of students' characteristic base learning module in

Indonesia. This research aimed to develop a suitable module for the bilingual classroom which adapted

realistic mathematics education. Research and Development, used in this research, was carried out in three

stages, which were Preparation, Implementation, and Analysis. In the preparation stage, the initial design

was made. Then, it validated by 6 expertise for 3 aspects (material, language, and media). In the

implementation stage, the design has experimented in two terms (small group test and field test). In the

analysis, data from expertise validation, interview with a teacher and 3 students, and questionnaires from the

students in the small group test, were analyzed in order to develop the final design for the module. The final

design module was designed in a complete way, from informal mathematics until formal mathematics which

fully equipped by formative test and students' worksheet. The average score of the expert test was 74.83

(appropriate) whereas the average score of small group test was 80.8 (very appropriate). During the field

test, student's learning outcomes were improved after learning with the module. In conclusion, there is a

mathematics bilingual module focusing on algebra and arithmetic with the help of realistic mathematics

education.

1 INTRODUCTION

Learning resource is an important component in the

mathematics learning process. The type of learning

resource gives some different impacts to students'

understanding and thinking because it has its own

advantages and disadvantages. With this learning

resource, the role of teacher changes as a teacher is

not the main source of learning but as a facilitator

organize students. A good learning resource is

preferable based on students' characteristic. The

teacher who knows the students' well is expected to

develop learning material through a type of learning

resource which has been written in Government

Regulation number 19 of 2005 section 20 (Peraturan

Pemerintah RI, 2005). In fact, some schools are

provided some learning resource from the

government. The government's learning resource

means generalized for all students but the students'

characteristic in each school are different, so it is not

matched to the adjustment. The international

standard school is not available in Indonesia

anymore, but there is a private international school.

Those school-use a learning resource such a book

which written in Bahasa Indonesia not in bilingual

or even English. The school learning process is

textbook oriented and less to ask students to be

active in the classroom. So, it is also called as a

teacher-centered learning process. Teachers have

some careless about the students' thinking capability

and group discussion. These things have made the

students only memorizing without an understanding.

During observation and interview, students in

Kafila International Islamic School said that it is

easier to study with module than the book because a

module gives simple material, evaluation test, and

feedback. Students may learn individually and still

can ask the teacher if they have any confusion. The

students showed that there is a misunderstanding in

learning algebra and arithmetic. The algebraic

concept is not being understood entirely. Students

need more examples of algebra and arithmetic

related to the real world or something which can be

imagined. They suggest constructing the problem

individually or in a group discussion with a module.

This problem has made the researcher to develop

one kind of learning resource like a module with

help of a learning method. A learning method here

142

Makdiani, N., Wahidin, ., Tsurayya, A. and Perbowo, K.

The Development of Mathematics Bilingual Module with the Help of Realistic Mathematics Education in Grade VII Junior High School.

DOI: 10.5220/0008518401420146

In Proceedings of the International Conference on Mathematics and Islam (ICMIs 2018), pages 142-146

ISBN: 978-989-758-407-7

means a learning method which fit to the students'

characteristic. Realistic mathematics education is

one type of method which can be applied to the

module. So, there will be a development of

mathematics bilingual module focusing on algebra

and arithmetic with the help of realistic mathematics

education in grade VII junior high school.

2 LITERATURE REVIEW

To develop a module, we need some theory which

supports the content. The researcher thinks that these

theories have been encouraged the script.

2.1 Module Development

Houston and Howson said a module can be

interpreted as some activities which certain to help

students easier in their learning (Wena, 2010).

While, Surahman said a module is the smallest type

of learning which studied by students individually

(self-instructional) (Prastowo, 2011). So, a module is

an activity which interprets to help students in

learning individually. There is some characteristic of

a module which is self-instructional, self-contained,

adaptive, and user-friendly. Self-instructional means

provide material in worksheet and communicative.

Self-contained means to provide complete material

in one chapter. Adaptive means a learning resource

should follow by good information technology.

While user-friendly means every information in a

module could be understood easily by the students

(Asyhar, 2011). Beside the definition of a module,

this research is about how to develop a mathematics

bilingual module. The development of mathematics

bilingual module means a science and technology

activity which is used to get a product prototype and

analyze design methodology to increase small

learning as a resource for students and teachers with

two languages. There are steps of how to develop a

mathematics module are (1) analyze the basic

competencies and indicators so that the purpose can

be achieved. (2) decide the content and design and

(3) write from the opening, content, and closing.

2.2 Realistic Mathematics Education

Realistic Mathematics Education is a kind of

learning mathematics approach theory which

develops from Dutch. This theory is invented by

Hans Freudenthal who said that mathematics is a

human activity and related to human reality

(Gravemeijer, 1994). According to Hans, students

should not accept mathematics concept passively,

but a teacher should give them chances to reinvent

mathematics by guiding (Apiati, 2017). The

reinvention means there is a relation between

mathematics and the real world. Blum and Niss said

that a real world is everything in real life or habit

which linked to mathematics (Hadi, 2017). Two

types of mathematization in realistic mathematics

education are vertical and horizontal

mathematization. A vertical mathematization starts

with contextual problems and rearranges according

to a procedure to solve the problems. A horizontal

mathematization also starts with contextual

problems but students may solve their symbol and

language which can be different from one another

(Ningsih, 2014). Realistic Mathematics Education

learning approach has five characteristics which are

(1) the use of contacts, starts a lesson by giving a

real-world problem. (2) construction, students can

explore their knowledge to solve the problems

freely. (3) the use of a model, students develop

another mathematization model as a bridge to formal

mathematics. (4) interactivity, students can discuss

the problems with their friends. (5) Intertwinement,

the learning material has a relationship with the

previous and next chapter (Wijaya, 2012).

2.3 Methods

Research and Development are used in this research.

Sugiyono said that research and development is a

kind of research method where it used to produce a

product and tested the effectiveness (Sugiyono,

2015). The design research is shown in figure 1.

The design research is separated into the

procedure of module development in three stages

which are Preparation Implementation, and

Analysis. The preparation stage, the researcher

arranges the module with many kinds of learning

resources like school book, realistic mathematics

education book, and information from the internet.

Besides that, the researcher also prepared some

score table for expertise and students’ validation. In

the implementation stage, it was followed liked the

design research.

First, identify the potential and problem, junior

high school students have the ability to communicate

in English, active, and less understand in algebra and

arithmetic. Within those potentials, there is a

problem from the students who have less

understanding in both chapters and a school does not

have a mathematics bilingual module as the learning

The Development of Mathematics Bilingual Module with the Help of Realistic Mathematics Education in Grade VII Junior High School

143

resource. That is why the researcher has the

motivation to make a module focus on algebra and

arithmetic.

Figure 1. Design Research Steps.

Next is the data collection, collect the data needed

from many resources and design the learning

trajectory of how to write the module nicely and

easy to understand. During module writing, the

researcher also refers to score table on BSNP 2006.

Data validation is validated by expertise and

students after the draft I and II module finished. The

score for validation on expert and small group test

can be scored and measured by Likert scale. The

method is shown as follow (Puspita et al., 2014):

𝑝 =

∑

𝑥

∑

𝑥𝑖

× 100. (blm dikasih keterangan)

The result of 𝑝 which is measured by Likert scale

includes the category:

84 – 100: very good,

68 – 83: good,

52 – 67: average,

36 – 51: bad,

20 – 35: worst.

3 RESULTS

The result of this research is there is a new type of

module development with the help of realistic

mathematics education in which focused on algebra

and arithmetic. The average score of an expert test is

74.83 and small group test is 80.8, these scores were

categorized as good. Whereas the field test given by

pre and post-test, there is an improvement in

students' learning outcomes after using the module.

3.1 Validation Result

The table below shows the average mark result of

validation by six expertise.

Table 1. The result of Expert Validation.

Expertise

Validation

Total

Score

Maximum

Mark