“BRIGHT Model” Mathematics Instructional Model Based on RME and MEAs Approaches to Enhance Mathematical Thinking for Upper Primary Students
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Abstract
The objectives of this research were to study fundamental data and needs to develop BRIGHT Model Mathematic Instruction Model based on RME and MEAs Approach to enhance mathematical thinking for students in intermediate school and to develop the instruction model by adopting BRIGHT Model Mathematic Instruction Model based on RME and MEAs Approach to enhance mathematical thinking for students in intermediate school. This research was conducted in accordance with research processes and ADDLE Model instructional design. The research processes were divided into 3 periods. The first period was the analysis of fundamental data consisting of 3 procedures namely 1) studying and analyzing data from the documents 2) investigating needs from mathematics teachers who teach in intermediate schools, and 3) interviewing the experts in teaching mathematic. The second period were to design and to develop instruction model by adopting connoisseurship and guaranteeing quality assessment from the experts. The data were analyzed using descriptive statistics, PNI Modified, t-test dependent and data analysis. The research findings revealed that 1) overall results in terms of needs assessment of desired condition were relatively high whereas the result indicating current condition was moderate. The score of Priority Needs Index (PNI Modified) is 0.25 2) the instruction model based on RME and MEAs Approach to enhance mathematical thinking for students in intermediate school (BRIGHT Model) consists of five steps namely (1) Basic Thinking (2) Realistic connecting (3) Idea initiating and Group processing (4) Heart-to-heart, and (5) Thinking with concept. In addition, the criteria to evaluate mathematical thinking according to behavioral indicators are provided as follows: 1) problem analysis and knowledge evaluation 2) designing, planning, and connecting knowledge 3) mathematical problems solving, and 4) rational evaluation. The assessment indicated that the teaching model in terms of suitability were the highest in all aspects.
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