INCREASED MOTIVATION AND RESULTS OF STUDENT MATH LEARNING THROUGH REALISTIC MATHEMATICS EDUCATION

The purpose of this study was to determine the increase motivation and results of students' mathematics learning through Realistic mathematics Education approach. The study was conducted at VIII A grade students of SMP Ma'arif 01 Seputih Raman Central Lampung in geometry material. This type of research is classroom action research. The research was conducted during two cycles with each cycle consisting of the stages of planning, action, observation, and reflection. Instruments used include questionnaires motivation to learn mathematics, observation sheets, and assessment test. Data analysis techniques using descriptive quantitative analysis obtained by converting scores into qualitative criteria. Results from this study are the increased motivation to learn mathematics students from pre-cycle to the second cycle. The result of Student Mathematics learning also increased successively from the pretest to the second cycle average of 62.88 students' mathematics learning outcomes; 76.82; and 81.36. Classical completeness obtained was 72.7%. In general implementation of learning by applying Realistic Mathematics Education approach can improve motivation and results of students' mathematics learning.


A. Introduction
The importance of mathematics in everyday life may not have been much felt by the students so that students are less motivated to learn mathematics.Therefore, this is where the important role of teachers as a motivator.In learning activity, motivation is needed to improve student learning enthusiasm.As contained in the Ministerial Regulation No. 41 of 2007 on Processing Standards mentioned that the learning process was designed with a focus on learners to encourage motivation, interests, creativity, initiative, inspiration, independence and enthusiasm for learning.Additionally, Middletoon & Spanias in Astutik (2017: 58) shows that success in learning mathematics is strongly influenced by the motivation for achievement.As educators, teachers have a major role in learning activities at the school is to create a fun learning environment, to attract interest and enthusiasm of students and to motivate students to continue to learn well and spirit, for with a fun learning environment will have a positive impact on the achievement of optimal learning.Student achievement is an indication of the changes that occur in students after experiencing the process of teaching and learning.From this achievement can be seen the success of students in understanding a subject matter, not least the math lesson.Based on the observations in class VIII A SMP Ma'arif 01 Seputih Raman Central Lampung, when it was time for math lesson begins there are still some students who have not prepared math textbooks but still busy doing tasks on the previous subjects.In addition, when the lesson is less student's attention, the student's response is still low, the student activity is less comprehensive (in some students only), do not want to ask even though not understand with what is delivered by teacher, and there are still many students who actively chatted with pockets who are not related to learning activities.This condition is an indication of less motivated students in learning mathematics, which is also seen with the results of motivation questionnaires that show the motivation of students still in the moderate category.Another thing that researchers conclude based on observations and interviews with mathematics teachers who administer class VIII A is that learning is conducted tend to center on the teacher with the method of lecturing and question and answer.Teachers give less opportunity to students to express their opinions, and also the student's interaction in discussion activities is still lacking.In addition, the unavailability of teaching materials that systematically also cause learning takes place less as expected.The problem of lack of motivation to learn mathematics is not only happening to students in schools in Indonesia, but this phenomenon also occurs abroad as expressed Sharon Andrews (Stone: 2009; 21) which revealed that students in a class with 28 fifth graders looked sleepy and expressionless faced with mathematics.John P. Pieper also pointed out that when students begin to learn the skills of adding, subtracting, decimal numbers, and divisions they have a negative nature to mathematics.As they rise to fifth grade, most of them really hate math, while only a few like it (Stone: 2009;83).The lack of motivation to learn the mathematics of students is not solely due to student mistakes but may also be due to teacher factors.The way the teacher in delivering the subject matter greatly affects the smooth process of learning and motivation of students to the subject matter.A monotonous learning activity where the teacher dominates the class and serves as the primary source.The teacher presents the mathematical knowledge to the students, the students pay attention to the explanations and examples given by the teacher, then the students solve similar problems given by the teacher.This kind of learning is less attention to students 'active activities, student interaction, and construct of knowledge by students so that students' impression on mathematics is difficult, abstract and meaningless.Teachers as facilitators are required to modify or even apply new methods that students prefer and increase their activeness.One of the most important teacher roles is how they can educate and prepare the future of their students through truly creative, open and joyful learning.Based on the above problems, one of the learning approaches that should be considered that can improve students' learning motivation is a realistic mathematical approach.Hadi (2005: 8) states that realistic mathematics is a promising approach in learning mathematics.Various literature and research results also mentioned that realistic mathematics has the potential to improve students' math understanding.Among these are Zulkardi (2002); Uzel & Uyangor (2006);and Wibowo (2017) on PMR showed a positive influence on students if students have a positive attitude toward mathematics after PMR approach is used, mathematical reasoning ability, learning interest, and better achievement.From the above description, the authors are interested to conduct research entitled "Efforts to Improve Student Motivation Student Learning Through Applying Realistic Mathematics Education Approach In SMP Ma'arif 01 Seputih Raman Central Lampung ".Santrock (2007: 451) suggests that motivation is a process that gives spirit, direction, and persistence behavior.Motivation contains goals and utility that can enable and direct a person to achieve needs, drives and goals.Needs occur when there is a gap between what is owned and what is expected.Encouragement is a mental force that performs an activity in order to meet the needs.According to Dimyati & Mudjiono (1999: 102), to improve learning motivation can be done in several ways, namely: (1) Optimizing the application of learning principles, (2) Optimizing learning dynamic elements, (3) Optimizing the use of experience and students ability, 4) Development of ideas and learning aspirations.Based on that opinion, one way that can be done to improve students' learning motivation through the utilization of experience and ability of students in this case students must be directly involved in learning.Learning should focus on student activity in constructing an understanding of the material being studied.One of the innovations of mathematics learning that is in line with the constructivist view is by applying the approach of Realistic Mathematics Education (PMR).PMR is an innovation in mathematics education originating from the Netherlands known as RME (Realistic Mathematics Education).RME was developed by Freudenthal in the Netherlands about 41 years ago which started around 1971.Sugiman & Kusumah (2010: 43) states that in the PMR, the problem of real problems serves as the starting point of learning which is further utilized by students in the process of mathematization and the development of mathematical models.The word mathematization comes from mathematization.Simply mathematization is a process to model a phenomenon mathematically or build a mathematical concept of a phenomenon (Wijaya, 2012: 41).So what is done in math education is to take the situation from the real world to them, and then apply it back to the real world.This process is called the conceptual mathematization process.Hadi (2005: 20) states that a schematic model for this learning process is described as an endless circle, meaning the process is more important than the outcome.

B. Literature Review
Figure 1.Conceptual Mathematization (Hadi, 2005: 20) Treffers (Cowan, 2006: 20) formulated five characteristics of PMR, namely: a) the use of a "real" context for students; b) Use of model models to help students achieve higher understanding; c) use of student construction results; d) natural interactivity in the learning process between students with teachers and students with students, and e) association with various mathematical units/ topics.

C. Methodology 1. Research Design
In this study used classroom action research.Subjects in this study are students of class VIII A SMP Ma'arif 01 Seputih Raman Central Lampung in the even semester of the academic year 2016/2017 on the material geometry.The design in this study refers to the spiral or cycle model according to Lorenz Bachman (in Mertler, 2014: 19) as shown in figure 2.

Instruments
The instruments used in this study are questionnaires motivation to learn mathematics, observation sheets, and assessment test.

Technique of Data Analysis
Data obtained from this study were analyzed using descriptive quantitative analysis.Data in the form of a questionnaire score of students' mathematics motivation and observation scores obtained in the form of a scale of five then converted into qualitative criteria with criteria as in the following table.

Findings
The results of the analysis of the implementation of classroom action research to see the improvement of students' learning motivation through the approach of learning Realistic Mathematics Education as shown in the following table.Based on Table 3, it can be seen that the result of the students' mathematics learning motivation obtained from the questionnaire distributed shows 2 students with the percentage of 6.06% high motivation, 22 students with the percentage of 66.67% moderate motivation, 9 students with the percentage 27.27%low motivation .The overall average shows the results of student motivation in the moderate category before the implementation of learning cycle with the approach of Realistic Mathematics Education.4, it can be seen that the result of students' mathematics motivation obtained from distributed questionnaires shows that 3 students with a very high motivation percentage of 9.09% , 11 students with a high 33.33%motivation percentage, 16 students with 48.48% percent motivation medium, and 3 students with a low percentage of 9.09% motivation.The overall average indicates students' motivational outcomes in medium categories in cycle I.Based on Table 5 it can be seen that the result of students' mathematics learning motivation obtained from questionnaires distributed shows 6 students with a very high percentage of 18.18% motivation, 21 students with 63.64% high motivation percentage, 6 students with the percentage of 18.18% medium motivation.Overall the average student motivation in Cycle II is in the high category.
From the above results, the improvement of students' learning motivation can be illustrated in the following graph.

Discussion
The result of the implementation of learning with the approach of Realistic Mathematics Education as a whole can be said that the implementation of the cycle I and second cycle is running well.Meanwhile, the discussion on the existing instruments has shown that Classroom Action Research is quite successful.
From the motivation questionnaire has reached a significant increase that is in cycle I obtained the percentage of student motivation of 9.09% very high, 33.33% high, 48.48% moderate, and 9.09% low.Increased in the second cycle is obtained the percentage of student motivation of 18.18% Very high, 63.64% high, and 18.18% moderate.In the first cycle, students can not follow the learning process with the maximum.This is because students are not used to learning with the approach of Realistic Mathematics Education.Based on pre-survey, it is known that mathematics teaching is done by teacher still explains or with lecture method and practice of LKS problem so that students are not yet accustomed to learning by constructing their own knowledge.Because the criteria of increasing motivation have exceeded the targeted criteria, the research will be sufficient until the second cycle.Nevertheless, the next learning process is expected to continue to improve student motivation in learning mathematics.
While the instruments of results of student learning also showed good results.The achievement indicators determined by the 70% criteria reach the minimum value of KKM.At the end of the cycle students who have reached KKM are 24 (72.7%)students from all 33 students.This achievement is the result of using a more effective PMR approach for students in constructing their own knowledge along with an increase in motivation in Cycle II so that new knowledge can be easily retrieved.As for Cycle I students still adapt to the use of PMR approach in learning.In general, it can be said that the implementation of the learning approach of Realistic Mathematics Education in both cycles has no negative effect on student learning outcomes.
From observation sheet obtained much significant input on the improvement of the cycle I, so that the implementation of cycle II can be done better.Based on the results of observation the implementation of learning obtained the percentage of 87% which means the implementation of learning took place very well.So, in general, can be said the whole process of research has been able to run well.This is thanks to the good cooperation of the parties involved in this PTK.An observer has performed its function well and runs independently.While the students are also enthusiastic to follow the learning process is carried out.And that is not less important all the input and the process of improvement and implementation is also a separate motivation for subject teachers to be able to apply the approach of Realistic Mathematics Education in the next learning activities.So that the accumulation of the smooth process got a significant improvement result in this research.
The results of this study also supported by Rahmawati research (2009: 150) that the application of realistic mathematics learning using learning tools developed, consistently can foster motivation, interest, and enthusiasm of student learning.

E. Conclusion
Based on the analysis of the results of this class action research, it can be concluded that the implementation of learning with the approach of Realistic Mathematics Education in cycle I on the category is quite good and in cycle II in the good category.The results of implementation in cycle I have not met the expected target is possible because of several reasons one of them because students are not familiar with PMR approach so that the reflection and follow-up to cycle II to obtain results 18.18% students' math motivation is very high, 63.64% high, and 18.18% moderate.This shows that the target of improvement of motivation has been reached then this research enough on cycle II.Implementation of learning by applying Realistic Mathematics Education approach can improve students' motivation and learning achievement.Student completeness criteria in learning outcomes is more than targeted achievement indicator that is obtained by the average of classical mastery 72,7%.

Figure 3 .
Figure 3. Improvement of Motivation Learning Mathematics The result of learning activity observation reaches 87% which means learning goes very well.While the completeness of learning outcomes in Cycle II in class reached 72.7% that is as many as 24 students who score above KKM 70.The average of the results of students' mathematics learning is shown in the following figure.

Figure 4 .
Figure 4. the Average of test of Student Mathematics Learning outcome

Table 1 .
Guidelines Category Student Motivation

Table 3 .
Results of Motivation Analysis of Student Learning Before Cycle

Table 4 .
Results Motivation Analysis Learning Mathematics Cycle I

Table 5 .
Results of Motivation Analysis of Learning Mathematics Cycle II