Does peer tutoring with realistic mathematics education approach effective to develop conceptual understanding of slow learners?

Abstract

Appropriate mathematics learning for slow learners are more focused on conceptual understanding than arithmetical skills and presented meaningfully by providing real experiences for students. This research aims to know how the effectiveness of peer tutoring with Realistic Mathematics Education approach to improve conceptual understanding of slowlearners. The sample was choosen by saturation sampling from all of slow learners in Grade VII Junior High school which consist of 31 students scattered into 3 inclusive classes. Determinations of slow learners were based on the result of intelligence test and student learning outcomes. The instrument used in this research was a test to measure conceptual understanding achievement that consisted of 10 questions with 4 answer options in form of pretest and posttest. The results of this research were 1) mean of the posttest score was higher than the pretest in terms of conceptual understanding (the data was analyzed using paired t-test), and 2) More than 75% of the whole students gained the posttest score higher than the Minimum Achievement Criteria(the data was analyzed using z test). It could be concluded that peer tutoring method using Realistic Mathematics Education approach was effective to develop conceptual understanding of slowlearners.