Abstract:
The objectives of this study are: (1) to compare the effectiveness of using Realistic Mathematics Education (RME) and conventional approach viewed from the ability in solving mathematic problems by Junior High Schools students grade 8, (2) to examine the effects of different cognitive development phases on the effectiveness of using mathematic learning approach for Junior High Schools students grade 8, (3) to examine the interaction effects between the application of Realistic Mathematics Education and conventional learning with cognitive development levels on the ability in solving mathematics problems by Junior High Schools students grade 8. This study employs quasi experiment using pretest-posttest nonequivalent control group design to archieve the objectives. To collect data, researcher uses two kinds of instruments, i.e. cognitive development level and the ability in solving mathematic problems. The data are, then, analyzed descriptively and inferentially using Multivariate Analysis of Variance (MANOVA) 2x2 factorial design run in SPSS 17.0 for Windows. The findings show that (1) the application of RME learning result in learning outcomes of math problem solving better than that of conventional learning, (2) The group of students in transition cognitive development stage have ability in solving math problem better than those who are in concrete stage of cognitive development, and (3) learning approach and cognitive development level indicate that there is no interactive effects on students' ability in solving math problems. Keywords : Problem Solving Ability, Realistic Mathematics Education (RME), Cognitive Development Levels
