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
Copyright
c
ξ 2020 by SCITEPRESS β Science and Technology Publications, Lda. All rights reserved
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 studentsβ 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):
π =
β
π₯
β
π₯π
Γ 100. (blm dikasih keterangan)
The result of π which is measured by Likert scale
includes the category:
84 β 100: very good,
68 β 83: good,
52 β 67: average,
36 β 51: bad,
20 β 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
Score
Maximum
Mark
Category
Content
218
280
77.8
Good
Language
41
70
58.5
Average
Media
128
145
88.2
Very
Good
The validation was done by six expertise who are
the lecturers and person who are able in their sector.
The average score of content expertise is 77.8 which
categorized as good. Where language expertise gives
58.5 which categorized as the average score. Last
but not least, the average score of media expertise is
88.2 which is very good. Where the students in small
group test give a highly good score in which the
average is 80.8 as good. To define the result in
detail, we will show the graph of the scoring with
two experts in each part.
Figure 2. Content Validation
66.3
71.8
90
78.5
70.7
76.9
62.5
75
A B
content
appearance
language
RME
Potential
and problem
Data
Collection
Draft I
Expert
Test
Revision
Draft II
Revision
Small
Group Test
Revision
Small
Group Test
Draft III
Field Test
Revision
Final
Module
ICMIs 2018 - International Conference on Mathematics and Islam
144
Content validation assesses four points which are
content, appearance, language, and realistic
mathematics education. Both of the expertise valued
by questionnaires given. A refers to the first
expertise and B refers to the second expertise. It
occurs in each part of the expert validation. After
content validity, the graph below shows language
validity.
Figure 3. Language Validation.
Figure 4. Media Validation.
3.2 Small Group Test
The small group is the next step after expert
validation. It requires nine students of grade VII
from a different school. The purpose to do small
group test is to find out whether students understand
or not. The researcher gave them three days to learn
the module and also give some questionnaires and
exercises. The questionnaires have points 1 β 4 in
each category which can be filled after learned and
did the exercise in the module. The table 2 shows the
result of studentsβ validation in small group test.
3.3 Field Test
The field test is the last test before doing the revision
and being a final module. It was conducted in two
classes which contain 30 students respectively.
During the field test, the researcher also gives pre-
test and post-test to look before and after learning by
the module. If the score of the post-test is higher
than pre-test after learning the module, so it can be
concluded that the module is easy to use. The table 3
shows the result of the pre-test and post-test of
students in Kafila International Islamic School. The
table 3 can be converted into a graph in figure 4.
Table 2. The result of Small Group Test.
Studentsβ
Validation
Mark
Category
R
1
74
Good
R
2
87
Very Good
R
3
81
Good
R
4
80
Good
R
5
84
Good
R
6
91
Very Good
R
7
80
Good
R
8
76
Good
R
9
75
Good
Average Mark
80.8
Good
Table 3. The result of the Field Test.
Class
Average
Pre-test score
Average
Post-test
score
Category
7A
59.5
69.6
Increasing
7B
57.9
68.6
Increasing
Figure 4. The result of Pre and Post-Test.
4 CONCLUSIONS
The problem in which there is a limitation in
mathematics learning source has made the
researcher to produce a mathematics bilingual
module which believed can increase students'
understanding because it helps by realistic
mathematics education. So that students can learn
without their teacher but just combine the lesson
58.5 58.5
A B
85.9
92.8
A B
59.5
69.5
57.9
68.6
pretest postest
7B
7A
The Development of Mathematics Bilingual Module with the Help of Realistic Mathematics Education in Grade VII Junior High School
145
with real things and group discussion. Within that,
the English language provided in the module has
made students improve their language and
vocabularies. The stages of research have concluded
that most students in the junior high school are able
to understand and there is an improvement of
learning outcomes after learning by the module. The
mathematics bilingual module with the help of
realistic mathematics education is able to be used as
a learning source.
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