Realistic Mathematics Education Research Articles

The effects of realistic mathematics education on students' achievement and attitudes towards mathematics on integer operations

The aim of this study is to examine the effects of Realistic Mathematics Education (RME) on 7th grade students' achievement on integer operations and their attitudes towards mathematics and to determine students' views about the RME approach. The research was carried out with the participation of 11 students. Exploratory sequential mixed design was used. In the quantitative part of the research, one group pre-test-post-test design as one of the weak experimental designs was used. On the other hand, case study was used in the qualitative part. In the research, the achievement test consisting of 10 open-ended questions prepared by the researcher and the mathematics attitude scale developed by the Department of Education Research and Development (EARGED) were used as quantitative data sources. On the other hand, semi-structured interview form developed by the researcher and student diaries were collected as qualitative data sources. Also, they were asked to write a diary in which they expressed their opinions about the activities in each week, and interviews were held within 3 weeks after the application had been completed. As a result of the research, it was observed that Realistic Mathematics Education increased the students' achievement and positively affected their attitudes towards mathematics.

Examining 5th Grade Students' Learning on Surface Area Calculations with Realistic Mathematics Education Approach

The fact that the mathematics course is abstract, that it is not possible to associate it with daily life, and that it is impossible to concretize abstract expressions causes a prejudice against the this course and leads to a decrease in the academic achievements of students. It is seen that throughout history, various studies have been carried out taking this situation into consideration. A group of these studies is on realistic mathematics education. Realistic mathematics education is an approach that aims to concretize the abstract concepts of mathematics by relating them to real-life situations. The purpose is to make mathematics more understandable by concretizing it. In the study, the subject of calculating the surface area of prisms with the use of realistic mathematics education was taught, and the purpose of the study was to examine the effects of this application. The study group consisted of 20 5th grade students. While determining this group, maximum variety sampling strategy was preferred. In the study, action research, one of the qualitative research methods, was used, and the data were interpreted with the help of descriptive analysis and content analysis. The data collection tools in the study included semi-structured interview forms, video recordings, photos and activity sheets prepared by the students under the guidance of the researcher in accordance with the realistic mathematics education approach. When the findings were examined, it was seen that the students showed a positive development in the meaning and visualization processes; that they could reach mathematical inferences on their own; that they enjoyed the mathematics lesson; and that the realistic mathematics education approach gave positive results on learning. Based on these results, it was suggested that not only the application of the realistic mathematics education approach for different acquisitions but also the inclusion of these activities in the textbooks in accordance with the curriculum will result in improvements in favor of learning.

The development of realistic mathematics education-based student worksheets to enhance higher-order thinking skills and mathematical ability

This study aims to provide educational resources in the form of worksheets based on Realistic Mathematics Education (RME) principles and focus on the topic of equal fractions. The main criteria for these resources are validity, feasibility, and effectiveness. The development methodology employed in this study is the ADDIE model, which encompasses the Analysis, Design, Development, Implementation, and Evaluation stages. The participants of this study consisted of 14 pupils enrolled in class IV at SDM Alam Surakarta. The assessment tools employed consisted of assessments on student learning outcomes about equivalent fractions and supplementary materials in the form of questionnaires, interview guides, and observation sheets. The examination of the data reveals that the learning tools have achieved a high level of validity, falling inside the extremely valid category, with an average score of 4.26. The feasibility test for the LKS, conducted by the assisting instructor, yielded an average score of 4.4. The pupils' performance on the LKS assessment yielded an average score of 4.89, placing them in the "very feasible" category. The classical student learning outcomes achieved a completeness of 85.71%, as evidenced by an average score of 80.35. Notably, 12 students attained a complete score. There is a noticeable upward trend in student engagement during each learning session. The findings from the data analysis conducted on instructors' competencies in managing RME-based learning revealed an average score of 92, indicating a high level of proficiency. Students who were qualitatively integrated into the eligibility questionnaire also expressed positive responses. Therefore, learning tools based on Realistic Mathematics Education (RME) exhibit high validity, feasibility, and effectiveness in educational settings, as they have been empirically demonstrated to enhance students' mathematical proficiency.

The effect of digital stories prepared according to realistic mathematics education on students' mathematical achievements, anxiety and attitudes

This research examined the effects of digital stories prepared according to Realistic Mathematics Education (RME) on the mathematics achievement, anxiety and attitudes of 4th-grade students. A quasi-experimental design with the pretest-posttest control group, one of the quantitative research designs, was used in the research. The research was conducted with 69 fourth-grade students studying in a public primary school in the Tarsus district of Mersin province in the second term of the 2021-2022 academic year. In the experimental group, the teaching was carried out by the researcher using digital stories prepared according to RME, the researcher carried out the learning in one of the control groups according to the current curriculum, and the classroom teacher carried out the teaching in the other control group according to the current curriculum for seven weeks. Two-factor ANOVA (mixed ANOVA) was used for mixed measurements to analyse the data obtained from the study. As a result of the statistical analyses, it was determined that digital stories prepared according to RME made a significant difference in the increase of students' academic achievement and mathematics attitudes but did not create a substantial difference in mathematics anxiety.

Enhancing Mathematical Disposition in Geometry Instruction : The Role of E-Comics in Realistic Mathematics Education

<p dir="ltr"><span>Success in learning mathematics can be measured through five aspects called the five strands of mathematical proficiency. These five aspects need to be taught fairly, resulting in a change in students' mathematical attitudes where this aspect is still minimally looked at and researched. Therefore, the research aims to analyze changes in students' mathematical dispositions by reviewing the role of e-comics in Realistic Mathematics Education (RME). This context-based mathematics learning approach is assumed to provide meaningful learning for students. This mixed-methods research with a sequential explanatory research design was carried out on 30 elementary school students by combining quantitative data collection and analysis techniques with qualitative data support. The research showed that using e-comics in RME learning significantly improved students' mathematical dispositions with a large effect size (Cohen’s effect size = 0,98). In a qualitative review involving data triangulation, evidence was found that using e-comics in RME learning has a role in facilitating the development of each student indicator, as evidenced in the high students’ enthusiasm or response in learning both in observations, questionnaires, and documentation studies. In this way, it is hoped that this innovation can be researched and developed further on a more diverse scale and content. In addition, this research provides further opportunities for research and teacher training related to developing RME learning designs and e-comics in learning.</span></p><div><span><br /></span></div>

Preliminary Research: Development of Digital Student Worksheets Based on Indonesian Realistic Mathematics Education To Improve Deaf Students' Understanding of Mathematical Concepts

Understanding mathematical concepts is an essential basis for thinking in solving mathematical and real world problems. However, students still do not understand mathematical concepts. The low ability to understand mathematical concepts is not only limited to normal students, but is also experienced by students with special needs, namely the deaf. Therefore, mathematics learning must be focused on improving a person's ability to understand concepts. The aim of this research is to develop Student Worksheets (LKPD) using the Indonesian Realistic Mathematics Approach (PMRI) to improve the ability to understand mathematical concepts for deaf students. The method used is research and development with the ADDIE model (Analysis, Design, Development, Implementation and Evaluation). At the analysis and design stage, data is collected through observation, questionnaires, interviews and tests. Next, the data is processed descriptively and quantitatively. Findings from the analysis results show that one of the subjects considered difficult by deaf students is whole numbers. This is caused by teaching materials that do not suit their characteristics. The results of the test for the ability to understand mathematical concepts show that the average score obtained by students is 53.20 and is categorized as low. Only one in six students meets the minimum completion requirement of 65 set by the school. Therefore, this research can be continued by developing PMRI-based digital LKPD to improve the ability to understand mathematical concepts. This is because the PMRI-based digital LKPD includes various stimuli carried out through various media, such as pictures, readings and videos and the contents of the LKPD have been summarized from several sources and presented using an approach that starts from the context of students' daily lives and continues with mathematics learning. formal. Another advantage is that this LKPD can be accessed at any time so it is easier for students to understand it.

Systematic literature study on numeracy literacy activities: How to implement it

This article discusses the significance of numerical literacy in the use of appropriate models and media in mathematics education. The Systematic Literature Review (SLR) used in this article aims to analyze, identify, review, and interpret research on the use of models and learning media in improving students' numeracy literacy. This literature review involves three stages based on the PRISMA (Preferred reporting Items for Systematics Review and Meta-Analyses) flow diagram, namely literature screening with 153 documents, the Eligibility stage resulting in 58 relevant documents, and the Qualification stage producing 42 documents meeting the inclusion criteria. The eligible documents were analyzed using thematic analysis, highlighting main themes related to learning models and instructional media in numeracy literacy based on a review of 36 articles. The aftereffects of the examination demonstrate the way that proper models and learning media can upgrade understudies' numeracy proficiency abilities and assist them with applying numerical ideas in regular day to day existence. The implementation of numeracy literacy can be done through the use of case examples, problem-solving, and utilization of digital technology. Effective learning models for improving numeracy literacy include project-based learning, problem-based learning, Contextual Teaching Learning (CTL), Realistic Mathematics Education (RME), Game Based Learning, and Flipped Classroom. Several learning media that can be used include instructional videos, software, cultural innovations, and numeracy literacy modules. These approaches can help students become more active and engaged in mathematics learning.

Pengaruh Pembelajaran Pendidikan Matematika Realistik Indonesia (PMRI) Terhadap Kemampuan Numerasi Dan Minat Belajar

This study aims to determine the effect of the application of the Indonesian Realistic Mathematics Education (PMRI) learning model in improving students' numeracy skills and learning interests. This type of research is experimental research using pseudo-experimental or quasi-experimental designs. This research scheme uses Nonequivalent Control Group Design, where the selected control and experimental classes are given tests at the beginning of the research (pretest) and given questionnaires of interest in learning mathematics, then giving different treatment between the control class and experimental classes, then ending with final test activities (posttest) and filling out questionnaires of interest in learning mathematics. Data collection techniques use the distribution of pretest and posttest questions and questionnaires of interest in learning mathematics. The data analysis used is normality test, homogeneity test, and independent sample t-test. This research was conducted at SMA Negeri 4 Yogyakarta by involving class X E5 students as an experimental class and class X E6 students as a control class. The results showed that the Indonesian Realistic Mathematics Education (PMRI) learning model was more influential in improving numeracy skills and interest in learning mathematics for grade X students of SMA Negeri 4 Yogyakarta in the 2023/2024 academic year when compared to conventional learning models.

Ratio and proportion through realistic mathematics education and pendidikan matematika realistik Indonesia approach: A systematic literature review

Foundational mathematical concepts like ratios and proportions are indispensable for solving both everyday problems and those encountered in professional settings. However, many students need help to grasp and apply these concepts effectively, often due to ineffective teaching methods, variations in students' levels of comprehension, and shortcomings in existing learning models. Realistic Mathematics Education (RME) and Pendidikan Matematika Realistik Indonesia (PMRI) have emerged as promising solutions to address these challenges. This study aims to systematically review the literature on ratio and proportion learning design using RME and PMRI approaches. It focuses on three specific research inquiries: profiling the literature, analyzing employed learning designs, and identifying gaps and recommendations for further research in learning design development. Conducted through a Systematic Literature Review (SLR) approach, the research involved planning, implementing, and disseminating review results. One hundred forty-four documents were scrutinized, leading to the identification of 19 pertinent papers. This study provides a comprehensive analysis of the literature on learning design in the context of ratio, proportion, scale, and level, utilizing RME and PMRI approaches while highlighting research gaps and offering insights for future studies. Its findings hold significant implications for educators and researchers seeking to enhance mathematics education through RME and PMRI approaches.

The impact of realistic mathematics education on secondary school students’ problem-solving skills: a comparative evaluation study

ABSTRACT This study investigates the impact of a Realistic Mathematics Education (RME) intervention on students’ mathematical problem-solving skills. A comparative evaluation study with a follow-up was conducted in a secondary school in Greece. The intervention engaged students in collaborative problem-solving. Overall, 124 10th-grade students participated in the study (74 in the intervention and 50 in the comparison group). A selection of items from the Programme for International Student Assessment (PISA) was used for the assessments. The post-test results showed that students in the intervention group developed more their problem-solving skills than those in the comparison group. The effect size was d = 0.31, CI 95% [0.11, 0.51]. The intervention group also performed better in the follow-up assessment. This study shows the positive impact of the RME intervention on students’ problem-solving skills and discusses how even a short-term intervention can affect students’ performance in large-scale international assessments.

Analysis of Improving Mathematics Learning Outcomes through Realistic Mathematics Education in Grade IV Students of SD Negeri 9 Sila

The purpose of this study is to improve mathematics learning outcomes through Realistic Mathematics Education (PMR) for grade IV students of SD Negeri 9 Sila on the material Build a Simple Space. This research is a Classroom Action Research (PTK) with a design according to Kemmis and Mc.Taggart. The research subjects used were 26 grade IV students of SD Negeri 9 Sila. The data collection techniques used are observation and tests. Data analysis uses qualitative descriptive and quantitative descriptive analysis. The results of classroom action research show that the application of Realistic Mathematics Education (PMR) can improve the learning process and student mathematics learning outcomes. In the pre-action, there were 7 students (26.9%) who achieved the Minimum Completeness Criteria (KKM). In the first cycle as many as 15 students (57.7%) have achieved the Minimum Completeness Criteria (KKM) and in the second cycle as many as 24 students (92.3%) have achieved the Minimum Completeness Criteria (KKM).

The effect of flipped realistic mathematics education on students’ achievement, mathematics self-efficacy and critical thinking tendency

The effect of flipped realistic mathematics education on students’ achievement, mathematics self-efficacy and critical thinking tendency

Realistic Mathematic Education (RME) Approach Assisted By Time Board Displays on The Mathematical Cognitive Abilities of Elementary School Students.

This research is motivated by the low ability of elementary school students in mathematics subjects, especially mathematical cognitive abilities, so an approach is needed to provide the right solution to this problem. The aim of this research is to find out how much influence the Realistic Mathematic Education (RME) approach assisted by time board teaching aids has on students' mathematical cognitive abilities. The research method used is an experimental method with a quasi experimental approach, with a pretest-posttest control group design, with comparative test analysis techniques for the experimental class and the control class. The results of this research showed that the average pretest score for mathematical cognitive abilities in the experimental class was 67.68 and the average posttest score was 90.77 and the N-Gain score was 68.34% with the effectiveness category being quite effective, while in the control class the average pretest score was 64.74 and posttest. 71.48 and an N-Gain score of 16.36% in the effectiveness category, namely not effective. Meanwhile, the results of the comparative test stated that the value of t = 11.62 with Sig. (one-sided p and two-sided p) 0.00 < 0.05 then H0 is rejected, which means that there is an influence between the Realistic Mathematic Education (RME) approach assisted by time board teaching aids on the mathematical cognitive abilities of class III students at SDN Cinere 1. By implementing the RME approach it is hoped that Students are more active and confident in expressing their opinions during discussions, exchanging ideas to understand and solve problems, so that mathematical cognitive abilities increase.

MATHEMATICAL LITERACY SKILLS BY USING REALISTIC MATHEMATICS EDUCATION-BASED WORKSHEETS

This research aims to measure students' mathematical literacy skills after using e-worksheets based on the Realistic Mathematics Education (RME) Approach. This research uses a descriptive qualitative approach. Students in class VIII of SMP N 1 Talang Kelapa, each with low, medium, and high literacy skills, were the subjects of this research. The categorization of students is based on the number of mathematical literacy components resulting from student answers on the test. Data was collected through observation, tests, and interviews. The purpose of observation is to measure the implementation of learning through RME, and the test is to measure students' literacy skills. In data analysis, the elements that appear most frequently are communication, mathematization, and the use of symbolic, formal, and technical language operations. Component 1 appears when students write a statement containing information about a problem and representing the results obtained. Component 2 emerges when students create a mathematical model of the problem, and component 7 emerges when students use formal forms that conform to mathematical definitions and rules. The results of learning observations carried out using e-worksheets based on the RME approach show that learning can be said to be of good quality according to the established criteria.

Utilization of manual calculation media in realistic mathematics education to increase students' learning motivation

This research focuses on the influence of learning models; the study's main aim is to determine whether a realistic mathematical education learning model using manual calculation media can influence the motivation of class I students at SDN Temuroso 03. The research method used was a quantitative experimental type, a Pre-Experimental Design with One Group Pretest-Posttest type, and a saturated sample technique of 20 students. Data analysis techniques use prerequisite tests and condition tests. The SPSS research produced results, namely that the data was normally distributed, and the t-test calculations produced that Lower and Upper had negative values or sig (2-tailed) < a, so H0 was rejected, and H1 was accepted. Then, it was strengthened by the gain test results, which showed an increase in the average value of 0.47. So, it can be said that the Realistic Mathematic Education learning model using manual calculation media can influence and increase student motivation.

THE EFFECT OF REALISTIC MATHEMATICS EDUCATION LEARNING MODEL ON STUDENTS' SPATIAL ABILITY

This study aims to determine the effect of the Realistic Mathematics Education (RME) learning model on students' spatial ability and to describe the things that happen in learning with the RME model. The research method used is mixed methods with a concurrent embedded design where the quantitative approach uses a quasi-experimental design method with a pretest-posttest experimental control group design and a qualitative approach using descriptive methods. The population in this study were 11th-grade students of SMK Dharma Siswa. Researchers used simple random sampling where two samples were selected, namely 30 students of class XI Multimedia as the experimental class and 25 students of class XI Office Management Automation as the control class. The results of the analysis: (1) The average score of the experimental class was 84 while the control class was 75,9. (2) The average percentage of frequency of student activity in the experimental class is 84,07% of students who meet several activity criteria. (3) The interview sheet on the RME learning model showed that 94,17% of students responded positively. (4) the results of hypothesis testing using the Mann-Whitney Test with a value (sig.) of 0.001 < 0.05 which shows H0 is rejected so that H1 is accepted. From the results of the data analysis, it can be concluded that the RME learning model has an influence on students' spatial abilities, and learning mathematics with the RME model in the experimental class is said to be successful.

Learning Circle Using Gobak Sodor Game Context In Eighth Grade

This research aims to produce a learning trajectory that can help students understand the concept of circles using the Indonesian Realistic Mathematics Education (PMRI) approach. This research takes the context of the traditional game "gobak sodor" which developed from an informal form to a formal form. The research method used is a research design that involves three stages, namely preparing for the experiment, experimental design, and retrospective analysis. This research was carried out in eighth grade class in one of Junior High School in Palembang involving 34 students. PMRI is the basis for the learning context and activities in this research. Data collection includes taking student work results, interviews, and observations. The results of the research produced a learning trajectory that supports understanding the concept of circles from informal to formal form, which involves one activity of playing "gobak sodor," collecting data through observation and measurement, as well as interpreting data and observations. The results of the learning activities show that the series of activities carried out can help students understand the concept of circles.

Arithmetic Sequences and Series Learning Using Realistic Mathematics Education Assisted by Augmented Reality

Arithmetic Sequences and Series Learning Using Realistic Mathematics Education Assisted by Augmented Reality

PENGARUH PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VII DI SMP NEGERI 2 BANGKINANG KOTA

This research is motivated by the less than optimal mathematics learning process caused by mathematics learning that is fixated on the teacher. This study aims to determine the effect of the Realistic Mathematics Education learning approach on mathematics learning outcomes for class VII SMP Negeri 2 Bangkinang City. This research is an experimental research with a pretest posttest control group design model. The research subjects were seventh grade students of SMP Negeri 2 Bangkinang City. The sampling technique in this study was random sampling, consisting of 29 experimental group students and 29 control group students. The method of data collection is done by test. Data analysis used parametric statistics with t-test (independent sample t-test) with SPSS for windows version 25.0. The results showed that the Realistic Mathematics Education learning approach had a positive effect on improving mathematics learning outcomes. This is evidenced by the results of the independent sample t-test analysis with a significance value of 0.000 <0.05. Based on the analysis and discussion, there are differences in the final average increase in mathematics learning outcomes, namely the experimental group of 83.45 and the control group of 72.24. The results of the study can be concluded that the use of realistic mathematics education learning approach has a positive effect on improving mathematics learning outcomes.

Developing Interactive Learning Media Based on Realistic Mathematics Education for Merdeka Curriculum in Elementary Schools

Implementasi Kurikulum Merdeka menuntut perubahan pembelajaran di sekolah dasar agar menjadi lebih relevan dan interaktif. Sayangnya, masih banyak guru yang bergantung pada pembelajaran berbasis buku teks dan LKPD, tanpa menggunakan media yang dapat menggugah motivasi belajar peserta didik. Penelitian ini ditujukan untuk mengembangkan media pembelajaran interaktif berbasis Realistic Mathematics Education (RME) yang valid dan praktis. Jenis penelitian ini adalah pengembangan (R&D) dengan menggunakan model ADDIE. Total 79 siswa dari 3 sekolah dasar di Kota Padang menjadi subjek penelitian. Instrumen pengumpulan data yang digunakan mencakup observasi, wawancara dan kuisioner. Penelitian ini menghasilkan media pembelajaran interaktif berbasis RME untuk Kurikulum Merdeka yang sangat valid dan sangat praktis untuk digunakan pada kegiatan pembelajaran di kelas. The implementation of the Merdeka Curriculum demands a change in elementary school education to make it more relevant and interactive. Unfortunately, many teachers still rely on textbook-based learning and student worksheets (LKPD), without using media that can stimulate students' motivation to learn. This research aims to develop interactive learning media based on Realistic Mathematics Education (RME) that are valid and practical. This type of research is Research and Development (R&D) using the ADDIE model. A total of 79 students from 3 elementary schools in the city of Padang were the research subjects. Data collection instruments used include observations, interviews, and questionnaires. This study resulted in interactive RME-based learning media for the Merdeka Curriculum that are highly valid and highly practical for use in classroom learning activities.