Designing arithmetic sequence learning materials through the PMRI approach in the gelora sriwijaya stadium context
DOI:
https://doi.org/10.29407/jmen.v12i1.27677Keywords:
arithmetic sequence, gelora sriwijaya stadium, PMRI approach, learning designAbstract
Arithmetic sequences are an important topic in mathematics that requires conceptual understanding. However, in classroom practice, this material is often taught without meaningful real-world contexts, leading students to memorize formulas rather than understand underlying concepts. Therefore, this study aimed to design arithmetic sequence learning using the PMRI approach in the context of the Gelora Sriwijaya Stadium. This study employed qualitative design research consisting of three stages: preliminary design, design experiment (pilot and teaching experiment), and retrospective analysis. The participants were 34 eleventh-grade students at SMA Negeri 12 Palembang, South Sumatra, Indonesia. Data were collected through classroom observations, students’ activity sheets (LKPD), and semi-structured interviews, and analyzed descriptively by comparing the initial Hypothetical Learning Trajectory (HLT) with the actual learning trajectory. The findings show that the stadium context supported students in progressively constructing the concept of arithmetic sequences, moving from concrete representations of seating arrangements to identifying constant differences and formulating the nth-term expression through guided reinvention. The activities promoted self-generated models that bridged informal reasoning and formal mathematical representation. This research produced learning design for arithmetic sequence material based on real contexts, which serves as an alternative for teachers in implementing PMRI.
References
Agbata, B. C., Obeng-Denteh, W., Kwabi, P. A., Abraham, S., Okpako, S. O., Arivi, S. S., Asante-Mensa, F., & Adu, G. W. K. (2024). Everyday uses of mathematics and the roles of a mathematics teacher. Science World Journal, 19(3), 819–827.
Almaghfiroh, V., & Mukti, T. S. (2022). Analysis of the mathematical comprehension ability of grade xi students on story problems material on arithmetic sequences and series. Kontinu: Jurnal Penelitian Didaktik Matematika, 6(2), 147–164.
Baroody, A. J., Clements, D. H., & Sarama, J. (2022). Lessons learned from 10 experiments that tested the efficacy and assumptions of hypothetical learning trajectories. Education Sciences, 12(3), 195.
Budaya, U.-U. R. I. N. T. t. C. (2010). Undang-Undang Republik Indonesia Nomor 11 Tahun 2010 tentang Cagar Budaya.
Cai, J., & Hwang, S. (2023). Making mathematics challenging through problem posing in the classroom. In Mathematical challenges for all (pp. 115–145). Springer.
Fitzmaurice, O., O'Meara, N., & Johnson, P. (2021). Highlighting the relevance of mathematics to secondary school students-why and how. European Journal of STEM Education, 6(1), 07.
Gautam, K. K., & Agarwal, R. (2023). The new generation teacher: teacher as a facilitator. International Journal of Creative Research Thoughts, 11(7), 2320–2882.
Hardiyanti, A. (2016). Analisis kesulitan siswa kelas ix smp dalam menyelesaikan soal pada materi barisan dan deret. Prosiding Konferensi Nasional Penelitian Matematika Dan Pembelajarannya.
Harefa, D. (2024). strengthening mathematics and natural sciences education based on the local wisdom of South Nias: integration of traditional concepts in modern education. HAGA: Jurnal Pengabdian Kepada Masyarakat, 3(2), 63–79.
Indriani, H., Putri, R. I. I., & Darmawijoyo, F. N. U. (2018). Lintasan Belajar Barisan Dan Deret Aritmatika Dengan Pendekatan PMRI Menggunakan Konteks Kain Songket Palembang. In HOT Skills in Mathematics Education.
Irawati, S., Hasanah, S. I., Zayyadi, M., & Zein, A. M. (2022). Mathematical Representation of High School Students in Understanding the Concept of Arithmetic Sequences and Series. Jurnal Pendidikan MIPA, 23(1), 78–86.
Jupri, A., Usdiyana, D., & Sispiyati, R. (2022). Introducing an arithmetic sequence using realistic mathematics education principles. AIP Conference Proceedings, 2575(1), 050001.
Klang, N., Karlsson, N., Kilborn, W., Eriksson, P., & Karlberg, M. (2021). Mathematical Problem-Solving Through Cooperative Learning-The Importance of Peer Acceptance and Friendships. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.710296
Kurniasari, C., Hidajat, D., & Handayani, Y. A. (2022). Analisis kesulitan menyelesaikan soal cerita materi barisan dan deret aritmetika dengan indikator polya pada siswa kelas X. Numeracy, 9(2), 122–137.
Lantakay, C. N., Senid, P. P., Blegur, I. K. S., & Samo, D. D. (2023). Hypothetical learning trajectory: bagaimana perannya dalam pembelajaran matematika di sekolah dasar. Griya Journal of Mathematics Education and Application, 3(2), 384–393.
Maifa, T. S., Salsinha, C. N., & Bete, H. (2020). Lintasan Belajar Geometri Transformasi Dengan Menggunakan Konteks Kain Buna. Matematika, 4(2), 439–450.
Mangelep, N. O., Tarusu, D. T., Ester, K., Ngadiorejo, H., & Bumbungan, S. J. (2023). Local instructional theory: Social arithmetic learning using the context of the monopoly game. Journal of Education Research, 4(4), 1666–1677.
Marella, S. D., & Fiangga, S. (2024). Pengembangan HLT Menggunakan Pendekatan PMRI Pada Materi Barisan dan Deret Aritmetika Menggunakan Konteks Rumah Limasan. In Prosiding Seminar Nasional Penelitian Dan Pengabdian Kepada Masyarakat (Vol. SNPP), 3, pp. 198–210).
Nurwahid, M., & Ashar, S. (2022). A literature review: Efforts to overcome student's mathematical literacy. Jurnal Eksakta Pendidikan (JEP, 6(2), 214–221.
Pebriana, P. H. (2017). Peningkatan Hasil Belajar Matematika Dengan Menerapkan Pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) Pada Siswa Kelas V SDN 003 Bangkinang. Jurnal Cendekia, 1(1), 68–79.
Qolbi, G., Dewi, P. A., Sholiha, S., Pangestu, T. A., & Fu'adin, A. (2022). Analysis of Students' Mathematical Understanding on Arithmetic Sequences and Series in 12th Grade Senior High School. Brillo Journal, 2(1), 13–21.
Raviv, L., Lupyan, G., & Green, S. C. (2022). How variability shapes learning and generalization. Trends in Cognitive Sciences, 26(6), 462–483.
Rawani, D., & Octaria, D. (2023). Pembelajaran Sudut melalui Tarian Kreasi Sumatera Selatan Menggunakan Pendekatan Pendidikan Matematika Realistik Indonesia di SMP. Indiktika: Jurnal Inovasi Pendidikan Matematika, 6(1), 1–10.
Saefudin, A. A., Wijaya, A., & Dwiningrum, S. I. A. (2023). Hypothetical Learning Trajectory Based on Theory of Didactical Situation: An Initial Learning Trajectory. Proceedings of the 2nd UPY International Conference on Education and Social Science (UPINCESS 2023, 812(13), 169.
Sari, A. F., & Noviartati, K. (2022). Penggunaan Konteks dalam Implementasi Pendidikan Matematika Realistik Indonesia oleh Mahasiswa. Jurnal Pendidikan Matematika (Judika Education, 5(2), 84–92.
Sevinc, S., & Lesh, R. (2022). Preservice mathematics teachers' conceptions of mathematically rich and contextually realistic problems. Journal of Mathematics Teacher Education, 25(6), 667–695.
Sharma, P. (2021). Importance and application of mathematics in everyday life. International Journal for Research in Applied Science and Engineering Technology, 9(11), 868–879.
Siregar, T. (2025). Literature review: The use of GeoGebra software on mathematical comprehension ability. Preprint. Https://Doi.Org/10. 20944/Preprints202510, 925, 1.
Sutiarso, S. (2023). Systematic literature review on the recent three-year trend mathematical representation ability in scopus database. Infinity Journal, 12(2), 243–260.
Swastika, A., Charismajati, R. C., & Kholid, M. N. (2022). Analysis of student difficulties in completing social arithmetic stories assessed from understanding the concept. AIP Conference Proceedings, 2479(1), 020004.
Yilmaz, R. (2020). Prospective Mathematics Teachers' Cognitive Competencies on Realistic Mathematics Education. Journal on Mathematics Education, 11(1), 17–44.
Yuliasari, N., & Arnawa, I. M. (2021). The Development of statistics learning design based on realistic mathematics education for grade VIII junior high school. Journal of Physics: Conference Series, 1742(1), 012037.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Fatimah Azzahroh, Zulkardi Zulkardi, Ely Susanti, Meryansumayeka Meryansumayeka
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Copyright on any article is retained by the author(s).
- The author grants the journal, the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
- The article and any associated published material is distributed under the Creative Commons Attribution-ShareAlike 4.0 International License
How to Cite
