According to Freudenthal, mathematics must be base on reality, stay close to children and be relevant to society, in order to be of human value.

For easy to understood by student the teacher must to give the example in the teaching and learning from the material around of our society. For example, teachers use a meter of rope and divide it into 12 parts for teaching geometry. Look at the picture below

A right triangle	A square	A equilateral triangle
A rectanguler

The model of rope can be used to make a square, a rectangular, a equilateral triangle, a Scalene triangle , or a right triangle. Students can make their own figure by using the model. They create what they want, their own rectangular, square and triangles, and, of course, teachers guide them to find the meaning of their activity.

SCHOOL’S PROFIL

School Name                          : MIN-2 Palembang

School Status                         : Public school

Address : Jln. Inspektur Marzuki Km. 4,5 Komplek MAN-3 Pakjo

City                                                : Palembang

Phone Number                      : (0711) 410209

Headmaster                             : H. Ahmad, S.Pd, MM

The number of Teacher  : 31 teachers

School Condition

(Building, Classroom, facility, etc): Average, in the renovation process

Grades and Students                        :

Grade 1: 3 Classroom, 105 Students

Grade 2: 3 Classroom, 95 Students

Grade 3: 2 Classroom, 69 Students

Grade 4: 2 Classroom, 53 Students

Grade 5: 1 Classroom, 37 Students

Grade 6: 1 Classroom, 29 Students

Total of Student: 388 Students

PMRI Classes:

Grade 1: 3 Classroom, 105 Students, since July 2007.

The teacher is Mrs. Risnaini, S.PdI

Grade 2: 3 Classroom, 95 Students, since July 2007.

The teacher is Mrs. Nurhastin, S.PdI

THE SOURCE OF INFORMATION

The Source of information was obtained from two teachers, they are Mrs. Risnaini, S.PdI and Mrs. Nurhastin, S.PdI

THE OBSERVATION PURPOSE

-          To know the study results of the students in MIN 2 for mathematics with PMRI.

-          To know the students activity for mathematics with PMRI

Introduction

The first classroom observation was on Thursday (May 7, 2009). Before classroom observation is done, in the classroom the lecturer explained about history of PMRI in South Sumatera. The history of PMRI in palembang begun with sent a team of master students from Palembang to study in Netherlands. When they returned to Indonesia after got doctoral degree, they held national seminar in Palembang 2004 was attended by 400 participants. They are students, teacher and lecturer. The seminar was held in governor building. The speakers were Mr. Kess Hoogland, Mr. Frans Moorland, Anne K and R.K Sembiring. In this seminar PMRI was adapted from RME.

PMRI was known to students in UNSRI by doing research PMRI in class of primary school for students’ mini thesis. In 2007 was known by held workshop in UNSRI, KKG, Ogan Komering Ilir (OKI), Lampung Province, etc. In 2004, SDN-127 and MIN-1 joined with PMRI project to practice PMRI in their schools. During at the time in 2007, MIN-2 and SDN-117 joined this program until now.

Observation Result

After the lecturer explained the history PMRI in Palembang, we got explanation about how to do the classroom observation. We were divided into four groups. After the class was over, each group went to primary school which chosen to did the classroom observation. Each group went by bus and mini bus.

When our group arrived at the  Islamic primary school (MIN-2 Palembang) the headmaster wasn’t in the school. We met the teachers who have been practiced PMRI in their class, they are Mrs. Nurhastin, S.PdI and Mrs. Risnaini, S.PdI who teach in 1^st and 2^nd grades. Our group didn’t enter to the class because the lesson of mathematics was over. We just interviewed the teachers in the office.

From the interview was gotten:

1. In 2008, Mrs. Nurhastin, S.PdI, the teacher who teach in 2^nd grades, had been trained by PMRI teams in Palembang. Mr. Ahmad, the headmaster, has joined with PMRI project since he became the headmaster of MIN-1 Pelembang.
2. PMRI was practiced in this primary school after she followed the training. She practiced it for mathematics learning process in 2^nd grade.
3. In the mathematics learning process, the teacher used domino card to explain odd and even numbers as a media.
4. Mrs. Risnaini, S.PdI has known about PMRI from Mrs. Nurhastin, S.PdI by their discussion then she practiced it in her classroom, in 1^st grade.
5. Students’ motivation and achievement improve up to 70% by using PMRI in the Mathematics learning process.
6. Students are more active and creative during the learning process.
7. The teachers are more creative to create the media learning.

1. Mrs. Nurhastin, S.PdI want to do a research and write article about learning process by using PMRI in her classroom, however she doesn’t know how to do it and she needs an advisor for her research.

Actually, PMRI had been applied in MIN 2 Palembang and the teachers want to increase their ability in learning process by using PMRI. By doing classroom observation, the teachers and the observer will learn and work together for the classroom observation and write article.