Realistic Mathematics Education Approach Research Articles

E-Modules with Realistic Mathematics Education (PMR) Approach to Improve Students' Mathematical Problem Solving Skills

E-Modules with Realistic Mathematics Education (PMR) Approach to Improve Students' Mathematical Problem Solving Skills

The Effect of a Realistic Mathematics Education Approach with the Jigsaw Learning Model on Students' Creative Thinking Ability and Self-regulated Learning

This study aims to describe: (1) The effect of a Realistic Mathematics Education Approach with a Jigsaw Type Cooperative Learning Model on Students' Creative Thinking Abilities; (2) The effect of a Realistic Mathematics Education Approach with a Jigsaw Type Cooperative Learning Model on Students' Learning Independence; (3) The effect of a Realistic Mathematics Education Approach with a Jigsaw Type Cooperative Learning Model on Students' Creative Thinking Abilities and Self-regulated Learning. This research is a quasi-experimental study with a pretest and posttest design. The population in this study were all class VIII students of SMP Negeri 1 Kota Bima for the 2023/2024 academic year, consisting of 10 classes. Two classes were randomly selected as the research sample, namely class VIII-2 as the experimental class I, which was treated with realistic mathematics education approach with a jigsaw type cooperative learning, and class VIII-3 as the experimental class II, which was given the realistic mathematics education approach. The instruments used to collect data were creative thinking ability tests and self-regulated learning questionnaires. The validity of the contents of the instrument was determined by asking for the assessment of two experts (expert judgment) who stated that the instrument was suitable for use after revision. The tests used were independent sample t-test and hottelling T2. The results of the study show: (1) Learning using realistic mathematics education approach with a jigsaw type cooperative learning model has a significant effect on students' creative thinking abilities; (2) Learning using a realistic mathematics education approach with a jigsaw type cooperative learning model has a significant effect on self-regulated learning; (3) Learning using a realistic mathematics education approach with a jigsaw type cooperative learning model has a significant effect on students' creative thinking abilities and self-regulated learning.

The Effect of Google Classroom-Assisted Realistic Mathematics Education Approach on Students’ Mathematical Reasoning Ability

Mathematical reasoning is an important aspect, but there are still many students who are weak when it comes to mathematical reasoning. Factors that affect the level of mathematical reasoning of low students, including: a) students easily forget the material taught; b) the student has no idea in completing it; c) students are not careful in understanding the problems in the problem; d) students do not understand which formula will be used in solving the problem; e) Students do not understand the concept of the material. This research aims to determine whether or not there is an influence of the approach realistic mathematics education helpgoogle classroomon mathematical reasoning abilities. Quantitative Approach method used in this researchpre-experimental design with one group pretest posttest design. The research subject is the experimental class. Data collection was carried out with pretest and posttest data on the mathematical reasoning abilities of grade 7 students at one of the junior high schools in Purwasari district, kabupaten Karawarang. Data analysis techniques in this study that is analyze the scores of pretest and posttest results students by t-test for 2 dependent samples (Paired Sample T-Test) done with the help of IBM SPSS 21 software. The research results show that there is value of sig 0,000 < 0,05 which means a positive influence approach realistic rathematic education help google classroomon ability students' mathematical reasoning. Based on the result, we can be concluded that there is a positive influence of the approach realistic mathematic education help google classroomon students mathematical reasoning abilities. The learning process uses an approach realistic mathematic education help google classroom can be used as an alternative learning to improve students mathematical reasoning abilities.

Implementation of the Realistic Mathematics Education (RME) Approach in Geometry Learning in Secondary Schools

This study aims to analyze the implementation of the Realistic Mathematics Education (RME) approach in geometry learning in secondary schools. Realistic Mathematics Education, which emphasizes mathematics learning through relevant contexts and students' real experiences, aims to improve students' understanding and skills in geometry. This study evaluates the effectiveness of the implementation of RME and identifies various challenges and potential solutions in its implementation. The method used is a literature review that includes studies related to the implementation of RME in geometry learning. The results of the analysis show that RME can improve students' understanding of geometric concepts by linking materials to everyday situations, thereby motivating and involving students more actively in the learning process. This approach helps students link theory to real practice, deepen their understanding, and develop problem-solving skills. There are challenges such as teacher readiness, limited resources, and limited time allocation, recommendations to improve teacher training, develop supportive policies, and provide adequate resources can help overcome these problems. With the right strategy and adequate support, RME has great potential to improve the quality of geometry learning in secondary schools and have a positive impact on student learning outcomes

When designer meets local culture: The promising learning trajectory on the surface area of polyhedron

Polyhedrons present a challenging topic in elementary geometry education. The Indonesian Realistic Mathematics Education (IRME) approach, when contextualized within the Bukit Sulap tourism area, offers a promising solution to this challenge. This study aims to design a learning trajectory for teaching the surface area of polyhedron using IRME in the context of Bukit Sulap tourism. Employing a research design with a validation study type, the study was conducted in three phases: preparation and design, experimental teaching, and retrospective analysis. The participants were 27 elementary school students from Lubuklinggau City, Indonesia. Data collection instruments included surface area problem-solving worksheets, video recordings of in-depth learning interviews, field notes, and observation sheets. The findings suggest that the Bukit Sulap tourism context significantly enhanced students' understanding of surface area problems, specifically those involving combinations of cuboids and cubes. Additionally, IRME effectively facilitated students' comprehension of abstract mathematical concepts, particularly the surface area formulas for cubes and cuboids. The study concludes that using the Bukit Sulap tourism park context as a starting point for teaching the surface area of polyhedron aligns well with the principles of IRME.

Development of an E-Module Based on a Realistic Mathematics Education Approach to Improve the Literacy Skills of Junior High School Students

Development of an E-Module Based on a Realistic Mathematics Education Approach to Improve the Literacy Skills of Junior High School Students

Realistic mathematics education: Mathematics e-modules in improving student learning outcomes

Realistic Mathematics Education (RME) has gradually influenced the development of mathematics learning worldwide, including in Indonesia. Through the implementation and development of online-based 21st-century education, RME is increasingly proving itself as an effective approach to improving the quality of mathematics teaching and student learning. Learning using the RME approach based on the e-module System aims to become a real learning experience for education and students in implementing mathematical concepts into web-based software systems. The type of research used is pseudo-experimental research with a population in this study of 3 schools, and the number of samples is 147 students. Hypothesis testing was carried out with the N-gain test on the experimental class and control class and the Linear Regression Analysis Test to determine the effect of Gender on improving the learning outcomes of the experimental class. The results of this study show that: 1) There is a difference in the improvement of learning outcomes of classes taught with the RME approach based on the e-module System with conventional learning models; 2) There is no significant difference in the improvement of learning outcomes of students taught using the RME approach based on the E-Module System based on gender characteristics; 3) Gender only contributes 0.1% to the improvement of learning outcomes while 99.9% of other factors.

PENINGKATAN KEMAMPUAN LITERASI MATEMATIS SISWA MELALUI PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME)

This study was motivated by the low mathematical literacy ability in mathematics learning. The purpose of this study was to determine the difference in the average improvement of students' mathematical literacy skills. The research method used quasi experimental with non-equivalent control group research design. The population in this study were all students at SMPN 51 Bandung grade VIII even semester of the 2022/2023 academic year. The samples in this study were class VIII.1 as the experimental class and class VIII.2 as the control class. In the experimental class learning using realistic mathematics education (RME) approach, while in the control class using deductive approach. The data collection technique used was a test. Based on the results of the analysis, it can be concluded that the average increase in students' mathematical literacy skills in learning flat-sided space building using the realistic mathematics education (RME) approach is in the high category has a significant difference compared to using the deductive approach in the medium category. It is recommended that research be carried out using more varied methods and media so that the results obtained are more optimal.

Designed activities on developing mental strategies using alms value-based learning trajectory in elementary school

Mental strategies are recognized as an effective approach for solving arithmetic operations such as addition and subtraction. This study focuses on developing and implementing instructional activities aimed at enhancing students' mental strategy skills through the Indonesian Realistic Mathematics Education (IRME) approach. The research employed a design-based methodology involving 2nd-grade students from an Islamic-integrated school in Surabaya. The study followed a research design that emphasizes the development of local instructional theory, encompassing three key phases: the preparatory phase (initial design development), the experimental phase (classroom teaching experiments), and the retrospective analysis phase. Data collection methods included documentation, field notes, and interviews. In the first trial, three instructional activities were conducted. Based on the analysis of the first trial, the number of activities in the second trial was increased to four: "Let's Get Used to Alms Every Day," "Don't Forget Routine Alms This Week," "Set Your Own Pocket Money," and "Let's Give Away Your Alms to Break Mr. Samad’s Fast." These activities were designed to achieve specific mathematical objectives, enabling students to understand and solve addition and subtraction problems using strategies such as skip counting, borrowing, and saving. The retrospective analysis concluded that students successfully learned to perform addition and subtraction operations on both monetary values and ordinary numbers within the designed learning trajectory.

The Impact of Realistic Mathematics Education-based Student Worksheet for Improving Students’ Mathematical Problem-Solving Skills

<p><span lang="EN-US">Mathematical problem-solving ability is a critical skill required to meet the challenges of the 21st century, making it imperative for Indonesian students to master these skills. However, international assessments have consistently shown that Indonesian students' competencies, particularly in mathematical problem-solving, remain low. Research attributes this deficiency to the lack of connections between mathematical concepts and real-life applications, which are essential for enhancing problem-solving skills. On the other hand, Realistic Mathematics Education (RME) is a learning approach that emphasizes the integration of real-world contexts in learning activities and has been shown to improve these skills. Therefore, this study aims to develop a student worksheet based on the RME approach to enhance students' problem-solving abilities. The development process followed the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. Various research and development instruments were employed, including validation by material and media experts, student assessments of the electronic worksheets, and pre-test and post-test evaluations. Data collection methods encompassed both non-test and test techniques. The results demonstrate that the developed student worksheets are valid, practical, and effective. The validity was confirmed by high average scores from material and media expert validators, categorizing the worksheets as valid. Practicality was supported by positive student assessments, placing the worksheets in the practical category. These findings indicate that the developed worksheets significantly enhance students' problem-solving abilities. This study provides empirical evidence supporting the effectiveness of the RME approach in improving mathematical problem-solving skills among Indonesian students. It also offers a theoretical and practical framework for advancing mathematics education in Indonesia, advocating for the adoption of learning approaches that better address the demands of the 21st century. Detailed analysis of the product's acceptability and impact will be discussed further in the paper.</span></p>

The Influence of Realistic Mathematics Education on the Mathematical Problem-Solving Ability and Learning Independence of Class V Students at Jarakan State Elementary Schools

<p>This research aims to describe the influence of the realistic mathematic education approach model on students' mathematical problem-solving abilities and define the impact of the realistic mathematic education approach on students' learning independence. The sample used in this research was the VA and VB classes of Jarakan State Elementary School, with 35 students in each class. This type of research is quasi-experimental research. The instruments used in this research were test questions on students' mathematical problem-solving abilities and learning independence questionnaires. The research test carried out by the researcher used a significance level of 5% so that if the significance value is less than 0.05, it can be concluded that the realistic mathematic education approach positively affects students' mathematical problem-solving abilities. The learning independence test can be seen by comparing the total score, mean value, and percentage of the level of student response contained in the descriptive statistical analysis. If the score, mean, and percentage of student response level percentage of the experimental class are higher than the control class, it can be concluded that the realistic mathematic education approach has a positive influence on student learning independence.</p>

Pendekatan Realistic Mathematics Education Berbantuan Articulate Storyline untuk Meningkatkan Kemampuan Penalaran dan Sikap Percaya Diri

This study aims to detect the Realistic Mathematics Education (RME) approach assisted by Articulate Storyline that can improve the ability of students reasoning and self-confidence in the material for building class IV SD Negeri Pajang 1. This type of research is classroom action research. This research was conducted with a cycle model. The subject of this study was a class IV student. The data collection technique used in this study is observation, a test in the form of a story problem to hone the ability of student reasoning in solving the problem of building space, and a questionnaire to find out the attitude of students' confidence and documentation. The data in this study were analyzed by descriptive analysis. The results of this study indicate an increase in the ability of students reasoning and self-confidence through realistic mathematics education (RME) assisted by Articulate Storyline. This is evidenced by the initial ability to reach an average value of 56.6, in the first cycle reached an average value of 71, and cycle II reached an average value of 87.2. Meanwhile, the initial results of students' confidence reached 29.16%, cycle I reached 45.83%and the second cycle reached 87.50%.

THE EFFECTIVENESS OF MATHEMATICS LEARNING THROUGH A REALISTIC MATHEMATICS EDUCATION APPROACH IN ELEMENTARY SCHOOLS

The research aims to analyze the effectiveness of mathematics learning through the realistic mathematics education approach in learning the concept of counting integers in grade VI elementary school students. The research used a quasi-experiment with one pretest postets design. The research involved 32 grade VI students at SDN 205 Neglasari, Coblong District, Bandung City. The research instrument is in the form of a multiple-choice test that includes addition and subtraction of decimal numbers. Research shows that the RME approach is effective in producing a significant improvement in students' learning completeness in the addition and subtraction of decimal integers, as well as improving mathematical problem-solving, self-efficacy, reasoning, and mathematical literacy. RME encourages students to recognize the practical application of mathematical concepts through real-world contexts and cultural elements, as well as to cultivate creative and imaginative thinking skills so that they can be an important strategy in improving mathematics education in primary schools.

How does Realistic Mathematics Learning Shape Learners' Problem Solving and Critical Thinking Skills?

Education is vital for fostering problem-solving and critical thinking skills in students, essential for thriving in a globalized world. This study investigates the impact of the Realistic Mathematics Education (RME) approach on enhancing these skills among primary school students. Utilizing a quasi-experimental design with a pretest-posttest control group, the research involved 44 second-grade students, split evenly between classes II A and II B. Data analysis was conducted using descriptive and statistical techniques, employing SPSS 25.0 for Windows to evaluate the effects of the RME approach. The significance value for both problem-solving and critical thinking abilities was 0.000, indicating a substantial impact of the RME approach on these skills. The findings suggest that integrating realistic learning with other methodologies, such as project-based learning or developing media based on realistic principles, could further enhance educational outcomes.

Validity of the Elementary School Mathematics E-Module on Fractional Material Based on the Realistic Mathematics Education (RME) Approach

This research is motivated by observations that show the lack of additional teaching materials in schools that facilitate students in communicating mathematical ideas (symbols, pictures, and graphs) as well as concepts related to fractions by presenting the surrounding environment as a source of learning. This study aims to reveal the validity level of mathematics e-modules on fractional material based on the RME approach developed. The type of research used is research and development, and the research model used is the ADDIE model, namely the analysis stage, development stage, implementation stage, and evaluation stage. The validity sheet is the instrument used in this study. Researchers analyzed validation sheets with a scale of 5 (five) to determine the quality of the e-modules developed. The results of material expert validation got a score of 0.9 with a very valid category; media expert validation got a score of 0.89 with a very valid category; and linguist validation got a score of 0.9 with a very valid category. So, the mathematics e-module on fractional material based on the RME approach is valid and feasible to use as a mathematics module, especially fractional material, because it has met the assessment criteria.

GAME EDUKASI AUGMENTED REALITY BERBASIS RME (REALISTIC MATHEMATICS EDUCATION) UNTUK MENINGKATKAN COMPUTATIONAL THINKING SISWA

This research addresses the common problem in mathematics education in Indonesia, which is the students' difficulties, as reflected in Indonesia's declining ranking in the Program for International Student Assessment (PISA). The research aims to create an innovative Augmented Reality (AR) Educational Game based on the Realistic Mathematics Education (RME) approach to improve students' understanding of the spatial geometry mathematics subject at the elementary school level. AR technology allows students to interact with mathematical objects in real-world contexts using Android devices. This game is designed to make mathematics more engaging and relevant to elementary school students. The research was conducted at Purwantoro 1 Public Elementary School in Malang City over four months, following the Game Development Lifecycle (GDLC). The test results showed an n-gain improvement of 0.71, indicating a positive impact of the game's development on students' learning outcomes.

The Influence of a Realistic Mathematics Education Approach on Students' Mathematical Problem Solving Ability

Purpose of the study: The purpose of this research is to determine the effect of a realistic mathematics education approach on students' mathematical problem solving abilities. Methodology: The method used was a quasi-experiment with a post-test only research design. Sampling was carried out using the cluster random sampling technique. The research instrument given was a test with a description type of 5 questions. Data analysis using the t-test from both groups obtained a t value of 4.47 , while t table was at a significance level of 5% with degrees of freedom (dk) = 47.09, namely 1.68, so it can be said that t count > t table. Main Findings: the results of hypothesis testing using the "t test" for heterogeneous samples obtained t = 4.47 and t table = 1.68, with a significance level of α = 5% and degrees of freedom (dk) = 47.09. This data shows that H 0 is rejected and H 1 is accepted or in other words the mathematical problem solving ability of students in the experimental group is higher than the mathematical problem solving ability of students in the control group. Novelty/Originality of this study: Research on the effect of the Realistic Mathematics Education approach on students' mathematical problem solving abilities shows significant improvements in students' analytical and applied skills, opening new avenues for more effective teaching methods in schools. Apart from that, this approach not only improves mathematical abilities but also enriches students' learning experiences through a more real and relevant context.

Eksperimentasi Model Pembelajaran Kooperatif Think Pair Share (TPS) Dengan Pendekatan Realistic Mathematics Education (RME) Terhadap Hasil Belajar Matematika Siswa Kelas VII Mts N 4 Bojonegoro

This study seeks to identify learning models that affect students' mathematics learning outcomes. Students at MTs N 4 Bojonegoro have poor or low learning outcomes, especially in Line and Corner material, because the indicators of the learning process at the school have not been optimal. One of the learning models that can be used is the Think Pair Share (TPS) Cooperative Learning model with the Realistic Mathematics Education (RME) Approach. This quantitative experimental research uses Postest only Control Design, with three samples selected using Cluster Random Sampling, two classes as the experimental class and one class as the control class, and using one class, namely class VII E as the test class. The samples have been distributed normally and homogeneously. Data analysis uses anava and post-anava tests. Think Pair Share (TPS) with the Realistic Mathematics Education (RME) Approach produced an average of 76.67, while TPS alone produced an average of 70.81 and the conventional learning model produced an average of 62.42. Students who are taught using the Think Pair Share (TPS) model with the Realistic Mathematics Education (RME) Approach obtained a better average and outperformed students who were taught using the TPS model alone or conventional, as the calculation of this study obtained Fcal > Ftabel with a value of Fα = 10.09 and a value of Ftabel = 3.1.

ANALISIS KEMAMPUAN REPRESENTASI MATEMATIS PESERTA DIDIK PADA MATERI TRANSLASI DI KELAS XI SMA NEGERI 2 KEPULAUAN TANIMBAR

This research aims to analyze students' mathematical representation abilities in translation material using the Indonesian Realistic Mathematics Education Approach in class XI, SMA Negeri 2, Tanimbar Islands. This research was carried out at SMA Negeri 2 in the in the Tanimbar Islands. In this research, a qualitative approach was used. This type of research is research that describes data in the form of words and describes phenomena or facts obtained in the research. The data collection techniques used were research documentation, written tests, and interviews. The data analysis techniques used are data collection, data reduction, data presentation, and data verification or drawing conclusions. The results of research on analyzing students' mathematical representation abilities using a realistic mathematics education approach show that students are able to represent mathematics in visual form by solving problems given by using visual representation indicators correctly, both in the form of tables and graphs, as well as the problem-solving process. Once completed, students are able to represent mathematical symbols by solving the problems given by using mathematical symbol representation indicators according to the concept of translation correctly. Likewise, the problem-solving process is resolved, and students are able to represent written text by simply determining the known information using written text indicators, but in the solving process, they are not able to complete it to get the final result.

Penerapan Pendekatan Realistic Mathematics Education (RME) Berbantuan Media Powerpoint terhadap Hasil Belajar Matematika Ditinjau dari Gaya Belajar Siswa Kelas IVA SD Negeri 2 Wameo

This research aims to increase the activities of teachers, students and learning outcomes in mathematics subjects through the application of the Realistic Mathematics Education (RME) approach assisted by PowerPoint media in terms of learning styles. This research is Classroom Action Research (PTK). The subjects of this research were teachers and students of class IVa SDN 2 Wameo, the number of students was 30 people. The types of data in this research are qualitative data and quantitative data. This research shows the following results: (1) the application of the Realistic Mathematics Education (RME) approach can increase teacher activity by 92.71% (good category), far above the predetermined success indicator, namely ≥75% (good category) . (2) The application of the Realistic Mathematics Education (RME) approach can increase student learning activities, namely 76.27% (good category), which is above the success indicator, namely ≥75% (good category). (3) Applying the Realistic Mathematics Education (RME) approach can improve mathematics learning outcomes, namely 96.67% (complete category), far above the success indicator, namely ≥85% (complete category).