Representation skills students reviewed from the prior knowledge through realistic mathematics education in a linear material program

Abstract

Abstract The ability of mathematical representation in mathematics can be seen from the process of mathematical representation in various dimensions, one of which is the students’ initial knowledge of students. This study aims to examine differences in the achievement of mathematical representation between students who get lectures with realistic mathematics education and those who get lectures with conventional reviews in (a) overall; (b) prior knowledge based on high, medium, or low level. Through realistic mathematics education and describe the process of error in students’ mathematical representation of students for each indicator. This type of research is a Mixed Method research, and the research design is Concurrent Embedded. Whereas the comparative test of the control and experimental groups with the average difference test. Research subjects consisted of 32 people in semester IV. The results showed differences in mathematical representation ability between students who received lectures with Realistic mathematics education, and those who received lectures with conventional review as a whole, based on students’ initial abilities for the upper, middle and lower groups. Most students still have difficulty determining the example used and many errors using inequality marks, difficulty drawing graphics, determining the area of resolution.