Realistic Mathematics Education in Digital Era Elementary Schools: A Systematic Literature Review

This study aims to re-analyze Realistic Mathematics Education (RME) learning on students' mathematical creative thinking skills and then the results of the analysis from these studies are combined and obtained an overall conclusion. The method used in this study is the Systematic Literature Review (SLR) method. The SLR method is used to identify, review, evaluate, and interpret all available research with topic areas of interest to phenomena, with specific relevant research questions. With the use of the SLR method, a systematic review and identification of journals can be carried out, which in each process follows the steps or protocols that have been set. Data collection is done by searching journals and proceedings indexed by Scopus in the last 10 years with the keywords used in this search are "Realistic Mathematical Education (RME)", and "Creative Thinking Ability". From a search using these keywords, 8 articles were obtained that met the criteria for Realistic Mathematical Education (RME) on students' creative thinking abilities. Then the data obtained were analyzed. The data analysis used is quantitative data analysis with percentages and qualitative data analysis for the data from the narrative study of the studies encountered. Based on the results of research and discussion of research, it can be concluded that RME learning plays a role in improving students' mathematical creative thinking skills.

Background: Mathematics is a universal science that underlies the development of modern technology, has an important role in various disciplines and advances human thinking. There are still many students who seem less motivated, The results of initial observations at SDN-I Kasongan Baru show that interest in learning is low and tends to do things that are beyond their obligations as students, both in the learning process in class and outside the classroom. So the researcher concluded the need to apply a realistic mathematics education learning model assisted by card media to improve student learning outcomes. Objectives: This study aims to: (1) Determine the Mathematics learning activities of students and teachers using the Realistic Mathematics Education (RME) learning model in grade IV SDN-1 Kasongan Baru, (2) find out the improvement of learning outcomes with the Realistic Mathematics Education (RME) learning model. Method: This study uses the type of PTK research with the Realistic Mathematics Education (RME) research model. This research was carried out in grade IV of SDN-1 Kasongan Baru in the even semester of the 2023 academic year with the subjects of the study being 21 grade IV students. Data collection is carried out by Observation and Test methods. Data analysis uses qualitative and quantitative. Results and Dıscussion: The results showed that: 1) teacher and student activity after the observation results in cycle I showed that the average activity score of teachers and students was in the range of scale 2.7 and 2.9 with a fairly good category while in cycle II the observation results of teachers and students increased in the range of 3.3 and 3.3 with good category, 2) there is an improvement in Mathematics learning outcomes after applying the Realistic Mathematics Education (RME) learning model in grade IV SDN-1 Kasongan Baru. Conclusion: The realistic Mathematics Education (RME) learning model assisted by number card media can improve the mathematics learning outcomes of grade IV students of SDN-I Kasongan Baru.

This study aims to (1) determine the application of Realistic Mathematics Education (RME) learning model in urban and rural elementary schools, (2) describe the comparison of the application of RME learning model in urban and rural elementary schools. The research was conducted at urban and rural elementary schools. The research participants were school principals, class teachers, and students. Data collection techniques were participatory observation, interviews, and document analysis. The validity of the data in this study was carried out by testing the credibility, transferability test, dependability test and confirmability test. Data analysis uses the Miles and Huberman models. The results showed that the application of the RME learning model at urban and rural elementary schools applied almost the same aspects. The difference is that urban elementary schools emphasize the principle of guided discovery, and rural elementary schools put forward the principle of connecting informal knowledge to formal mathematical knowledge. The implementation characteristics of the RME learning paradigm were similar in both Elementary Schools. Those elementary schools underwent the same four stages during the implementation phase. The application element exhibited the most notable disparity. The urban primary school extensively utilised contemporary and readily available media, equipment, and teaching resources. Meanwhile, the rural primary school implemented environment-based media and other instructional materials. The mathematics learning outcomes in both elementary schools were equitable. The RME learning concept is applicable in both urban and rural schools.

This study aimed to improve the students’ productive disposition (PD) through Realistic Mathematics Education (RME) learning with an outdoor approach based on school level. Productive disposition development is intended so that students can appreciate mathematics as a science needed for their lives. The method used in this research was a quasi-experimental study. The population was 210 students of the fifth grade of Elementary School from five schools. The sample was 75 fifth grade students. The data were collected by using a questionnaire. Data were analyzed using t-test to find out the difference between the experimental and the control group. The results of this study indicate that RME learning with the outdoor approach more influential than the conventional learning in improving PD in high school level. Otherwise, in medium and low level school, the conventional learning was more influential than the RME learning with the outdoor approach to improve the students’ PD. Therefore, it can be concluded that the school level needs to be considered in improving students’ productive disposition through RME learning with an outdoor approach. Moreover, RME learning with an outdoor approach as an alternative model to improve productive disposition of students.

This research aims to analyze the difference effectiveness of learning model Realistic Mathematics Education (RME) and model learning problem based learning (PBL) to students' mathematical reasoning skills. The design of this research is quasi experiment with pretest-posttest control group design. The population of this study is the students of grade VIII SMPN 1 Watubangga 2015/2016 year that studying about building a flat side space. The data of mathematical reasoning skills is obtained by using the instrument in the form of mathematical reasoning test. Data analysis technique used is descriptive statistical analysis, F test with t test (paired-samples t test and independent-samples t test), at α = 0,05 . Based on the result of analysis of research data obtained that: 1). Student's mathematical reasoning skills before being taught with RME, PBL, and Direct learning models are in the less category after being given learning with the learning model RME, PBL and Direct students' mathematical reasoning skills are in sufficient category. Increased students' mathematical reasoning skills are in the medium category; 2). There is an improvement in students' mathematical reasoning skills after being taught with RME, PBL and Direct learning models; 3). The mathematical reasoning skills of students taught using the RME learning model were not significantly different from those taught by the PBL learning model; 4). There is a difference in the effectiveness of the learning model on improving students' mathematical reasoning skills, which is taught using a learning model RME more effective than students taught by direct learning model; 5). The students' mathematical reasoning skills are taught using the PBL learning model more effective than students taught by direct learning model; 6). Student activity during learning process using RME learning model and PBL learning models, indicating that students are very active.

Mathematics learning is not only practiced in public school, yet it is also practiced in extraordinary school for the students who have special needs such as students with intellectual disability. This research aims to describe response of students with intellectual disability on Realistic Mathematics Education stages such as (1) understanding contextual problem, (2) designing solution, (3) completing and discussing and (4) concluding. This research is descriptive-qualitative which aims to describe response of students with intellectual disability in Catur Bina Bangsa extraordinary school of Metro in Realistic Mathematics Education learning. The sampling technique of this research uses purposive sampling. The subject of this research is two students with intellectual disability at 3rd grade on material of integer addition operation. Data collecting technique uses observation technique with main instrument is researchers themselves and supporting instrument uses observation sheet. This research also uses source and time triangulations. Base on the research result and discussion can be concluded that the response of students with intellectual disability in realistic mathematics education learning i.e. the stage of : (1) understanding contextual problem, students are able to give real example and calculate the number of image by guidance of teacher, (2) solving contextual problem, students are able to calculate and write the number of existed image by guidance of teacher, (3) comparing and discussing, students are able to recalculate independently, (4) making conclusion, students are able to write down their answer independently.

The purposesof this study are to see whether there are differences in mathematical analogical abilities between the class that was taught using Realistic Mathematics Education (RME) and class that was taught using expository learning, to see whether there are differences in mathematical analogical abilities of students who have high, medium, low habits of mind taught using Realistic Mathematics Education Learning(RME), and to see whether there is an interaction between the use of Realistic Mathematics Education Learning( RME) on habits of mindand students' mathematical analogical abilities. This research is experimental, specifically thequasi-experimental design. The two-way ANOVA was used to analyze the data. Based on the results of the study, it can be concluded that: 1) there are differences in mathematical analogical abilities between the class that was taught using Realistic Mathematics Education (RME) and class that was taught using expository learning; 2) there are differences in mathematical analogical abilities of students who have high, medium, lowhabits of mind taught using Realistic Mathematics Education Learning(RME); 3) there is no interaction between the use of Realistic Mathematics Education Learning(RME)on the habits of mind and students' mathematical analogical abilities.

This study aims to: (1) analyze the difference in the mean difference that laboratory-based learning is better than the RME (Realistic Mathematics Education) learning strategy and DL (Direct Learning) learning strategy. Methods This research uses quantitative research with experimental methods is 3×2 factorial with three levels of qualification of independent variables: laboratory-based learning strategies, Realistic Mathematics Education (RME) learning strategies, and Direct Instruction (DI) strategies. The results of this research are Differences in learning outcomes for linear algebra courses between students who are taught using laboratory-based learning strategies and students who are trained using DL (Direct Learning) learning strategies, and those prepared using RME (Realistic Mathematics Education) learning strategies. The average difference value (mean difference) that laboratory-based learning is better than the RME (Realistic Mathematics Education) learning strategy and DL (Direct Learning) learning strategy. Linear Jabar on students with high and low mathematical and logical intelligence. This is in line with the explanation that knowledgeable people will more readily accept or understand lessons. There is an interaction between learning strategies and logical-mathematical intelligence on linear algebra learning outcomes. Based on the study results, it is explained that the collaboration between learning strategies and logical-mathematical intelligence is a form of interaction or influence of learning strategies on learning outcomes of linear algebra courses on mathematical, logical intelligence, or vice versa.

This study aims to determine the validity of the Mathematics Learning Model Based on Realistic Mathematics Education and Literacy that has been developed. This type of research is the Plomp model design research which consists of three stages, namely preliminary research, the development or prototype stage, and the assessment stage. The model developed produces products that are documented in book form, namely model books, hypothetical learning trajectories, teacher books, and student books. The validity of the developed model is investigated at the prototype stage. The data in this study are the results of the experts’ assessment of the four products. Data collection techniques using a questionnaire. The data collection instruments in this study were model book validation sheets, hypothetical learning trajectory sheets, teacher book validation sheets, and student book validation sheets. The data obtained were analyzed using descriptive statistical techniques. The results of the data analysis show that the Mathematics Learning Model based on Realistic Mathematics Education and Literacy developed meets the valid criteria.
 Keywords: Learning model; mathematics education; realistic mathematics

Fractions are one of the mathematics topics that is almost to be a problem for the elementary school. This problem arises because generally, students do not understand the concept of fraction. Fractional operations involve more procedures that must be taken than integer operations, where some of the results of the operation produce numbers that are difficult to understand logically. This research is design research designed to provide an excellent consideration of learning process of fractional operations through allegations built-in framework analysis hypothetical learning trajectory (HLT), which later tested in realistic mathematics education (RME). RME underlies all research design research activities. The results of this study are drawn from local instructional theory in the form of a high consideration of the learning process that provides general answers to a topic being taught. Design research is carried out in three stages, namely preliminary design, teaching experiment consisting of cycle 1 and cycle 2, and the third stage of retrospective analysis. The study involved using a sample of 29 grade V students at Nurul Hasanah elementary school consisting of 4 students in cycle one and 25 students in the second cycle. The results show that the use of circle contexts and bar representations trigger the learning trajectory that students pass through in understanding fraction addition operations. The stages of learning addition operations by HLT are designed, namely: understanding fraction values as part of the whole, comparing two fractions of value, looking for fractions of value, carrying out the same summing operations, and performing the summarized operations not the same.

In the era of globalization, critical thinking skills in mathematics are essential. However, mathematics is often perceived as difficult and monotonous, prompting the need for teachers to employ engaging approaches, such as Realistic Mathematics Education (RME). RME connects mathematical concepts with real-life situations to enhance students' understanding and critical thinking skills. This study aims to analyze effectiveness of RME in improving junior high school students' critical thinking skills through a Systematic Literature Review (SLR) using the PRISMA approach. Data were collected from articles published between 2015 and 2025 in the WoS and Scopus databases, with 26 articles identified. The results indicate a growing number of RME-related publications, peaking in 2023 (10 articles). The most common research method was quasi-experimental (54%), with geometry as the primary topic (6 studies). Implemented strategies included e-worksheets, RME-based teaching materials, RME learning media, and RME learning models. This study confirms the effectiveness of RME in enhancing students’ critical thinking skills.

The purpose of this study is to describe online Realistic Mathematics Education learning on the material of sequences and series. This research is a descriptive research with a qualitative approach. The researchwas given to 36 students of class XI IPA 6 SMA Negeri 1 Driyorejo, consisting of 15 males and 21 females.The research was carried out by applying Realistic Mathematics Education (RME) online learning, using google classroom, WhatsApp group and Google meet. The results of learning observations indicate that the teacher has carried out learning in accordance with the online Realistic Mathematics Education (RME) learning design. The results of the student response questionnaire at the end of the learning activity after calculating the average percentage of students who gave a positive response was 77.8%. Based on the criteria that have been set, it can be said that the response of students to learning is good. Student learning outcomes increased after Realistic Mathematics Education (RME) learning was carried out. This is because in Realistic Mathematics Education (RME) learning, students use the real world to construct knowledge so that it is easier for them to understand the material.

<p class="06ContentAbstract">Statistics is a staple in the curriculum because it is considered necessary in everyday life. However, students often find statistics challenging. Students' difficulties in learning statistics are caused by several factors, including a lack of understanding of mathematical concepts and principles in solving problems. This study aimed to design and develop a Hypothetical Learning Trajectory (HLT) for grade VIII statistics using the Realistic Mathematics Education (RME) approach, with Pranata Mangsa as the learning context. The method used in this research was validation-type design research. This research produced an HLT of statistics material using <em>pranata mangsa</em> context consisting of 3 activities to help students understand and master the material. The activities of the HLT are 1) collecting, presenting, and analyzing data, 2) measuring centralized data, and 3) measuring data distribution. The results showed an HLT for teaching statistics using RME that can effectively support students of all ability levels. This HLT allows students to rediscover statistics concepts through horizontal and vertical mathematical processes. Finally, the HLT facilitates students to create their models from informal to formal and increases the interaction between students and teachers.</p><p class="06ContentAbstract"> </p><p class="06ContentAbstract">Statistika menjadi materi pokok dalam kurikulum karena dianggap penting dalam kehidupan sehari-hari. Namun, pada kenyataannya statistika merupakan salah satu pelajaran yang dianggap sulit bagi siswa. Kesulitan siswa dalam belajar statistika disebabkan oleh beberapa faktor, diantaranya kurangnya pemahaman konsep dan prinsip-prinsip matematika dalam menyelesaikan soal. Tujuan penelitian untuk mendesain dan mengembangkan Hypothetical Learning Trajectory (HLT) menggunakan pendekatan Realistic Mathematics Education (RME) pada materi statistika kelas VIII menggunakan konteks Pranata Mangsa yang menjadi starting point dalam pembelajaran. Metode yang digunakan dalam penelitian ini adalah design research tipe validasi. Penelitian ini menghasilkan HLT materi statistika menggunakan konteks pranata mangsa yang terdiri dari 3 iceberg untuk membantu siswa dalam memahami dan menguasai materi. Adapun iceberg dari HLT tersebut adalah 1) mengumpulkan, menyajikan, dan menganalisi data; 2) ukuran pemusatan data; dan 3) ukuran penyebaran data. Hasil penelitian ini menunjukkan bahwa HLT mampu membantu siswa menemukan kembali konsep statistika melalui proses matematika horizontal dan vertikal. HLT memfasilitasi siswa untuk membuat model mereka sendiri dari informal ke formal dan meningkatkan interaksi antara siswa dan guru.</p>

Literacy and numeracy are the abilities of students to use basic mathematics in solving daily life problems, and students should have it. Various studies have shown that Indonesian students' literacy and numeracy skills still need to improve. One of the solutions to this problem is RME, and one of the components that influence this skill is teachers as a facilitator and their experiences. Thus, this research aims to refigure how students who receive Realistic Mathematics Education (RME) literacy and numeracy skills improve based on teacher's experiences. The research subjects are third, fourth, and fifth-grade students in elementary schools in Padang. Three schools were selected for each grade level and taught by three teachers with different experiences. The students were given literacy and numeracy problems before and after RME instruction. The answers were assessed and grouped to examine the student's literacy and numeracy achievement. The research results show that student's literacy and numeracy skills are better with RME learning. Student's literacy and numeracy skills are not influenced by teachers' experience.

The background of this research is the difficulty in teaching mathematics concepts to fourth graders in elementary school. So we need activities that can bridge the initial abilities of students with abilities that must be mastered by students. One of the alternatives that can bridge students to learn mathematical concepts is by implementing Realistic Mathematics Education (RME) learning using Hypothetical Learning Trajectory (HLT). The research is aimed to describe and analyze the existence of significant differences in improvement of students’ understanding mathematical concepts skills who learned and not learned used Realistic Mathematics Education (RME) with HLT. This research method is quasi-experimental with the pretest-postest nonequivalent design. The data collection instrument used was a understanding mathematical concepts skills test. The population of this research is all fourth grade students in one elementary school located in the district of Tawang, Tasikmalaya. The results showed that based on the data analysis N-gain scores understanding mathematical concepts skills using the Mann-Whitney U test, the value of sig. 0.033 is less than the significance level (𝛼 = 0.05), then H0 is rejected and Ha is accepted. So, it can be said that the increased understanding the mathematical concepts skills of the experimental class is higher than the control class. therefore, it can be concluded that there is a significant difference in improvement students’understanding mathematical concepts skills who learned and not learned used RME with HLT. The recommendation of this research is to conduct further research that can develop RME-based Learning Trajectory in mathematics.Keywords: Mathematics; Realistics Mathematics Education, Understanding mathematical concepts skills; Elementary education; Fraction.