Students' Perception of the Implementation of Democratic Classroom in Mathematics Learning
Rahmah Johar, Dian Patmawati, Said Munzir
Available Online October 2017.
- https://doi.org/10.2991/aisteel-17.2017.105How to use a DOI?
- perception; democratic classroom; mathematics learning
- In most mathematics lesson in Indonesian schools, students often have lack of opportunities to express their opinion in solving problems. Furthermore, the lesson is less interactive which lead to students not being fond of mathematics. One of the solutions for this problem is by implementing the democratic classroom using Realistic Mathematics Education (RME). This is a qualitative study to analyze the students' perception of the implementation of democratic classroom conducted by their teachers using the RME approach. 23 of Year 7 students in Banda Aceh participated in the study. The research instruments were the questionnaire and interview. Descriptive analysis was carried out to identify the percentage of students who respond to the questions related to the democratic classroom. The results show that there are 12 characteristics of democratic classroom. 10 out of which are implemented by the teacher, while the other two including providing feedbacks on all students' presentation and allowing students the opportunity to express opinion or conclusion at the end of the lesson have not been implemented well. One of the factors that hinder the optimum implementation of the democratic classroom was the time constraint. This study indicates that a well-planned of lesson time for the activities conducted is necessary for teachers to successfully implement the characteristics of the democratic classroom.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Rahmah Johar AU - Dian Patmawati AU - Said Munzir PY - 2017/10 DA - 2017/10 TI - Students' Perception of the Implementation of Democratic Classroom in Mathematics Learning BT - 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017) PB - Atlantis Press SP - 491 EP - 494 SN - 2352-5398 UR - https://doi.org/10.2991/aisteel-17.2017.105 DO - https://doi.org/10.2991/aisteel-17.2017.105 ID - Johar2017/10 ER -