Realistic Mathematics Education Research Articles

Exploring measurement estimation strategies through concept cartoons designed with Realistic Mathematics Education

Concept cartoons, in relationship with Realistic Mathematics Education (RME), not only serve as a dynamic platform for problem-solving but also intricately weave mathematical concepts into the fabric of real-world scenarios, creating a harmonious fusion of theory and practical application. By using relatable characters and presenting ideas through engaging narratives, students are encouraged to tackle problems within the given context. The aim of this study was to investigate the measurement estimation strategies used by students when exposed to concept cartoons specifically designed for RME. A qualitative research methodology was followed, involving 46 fourth-grade students from a primary school. The data collection instrument utilized was “RME-Supported Concept Cartoons.” Descriptive analysis was employed to analyze the collected data. The concept cartoon activities incorporated measurement estimation strategies such as prior knowledge, unit iteration/separation, segmentation/chunking, and comparison, which students could potentially prefer. However, it was observed that students predominantly utilized division into unit iteration/separation and segmentation/chunking strategies over other estimation strategies. Furthermore, the frequency of strategy use did not exhibit significant variations based on gender. When examining the strategies developed by the students, it is noteworthy that the presence of “another solution-oriented option” and “irrelevant answers” was prominent.

ANALISIS PEMECAHAN MASALAH MATEMATIKA PADA SISWA TIPE VISUAL BERBASIS REALISTIC MATHEMATICS EDUCATION (RME) DI KELAS VIII SMP N 2 KOTA JAMBI

In spite of using the appropriate learning approaches, there were factors that influenced to the successful in learning, namely intelligence and learning styles. RME approach and learning styles that suitable to students’ characteristics were expected to enhance students’ understanding in solving mathematical problem, which eventually leads on increasing students’ achievement. This research aimed to describe and analyse the process of students' problem solving on the type of visual-based learning RME. This study was qualitative research that used descriptive qualitative method. The research was conducted at class VIII of SMP N 2 Jambi. Subjects consisted of three students who have a visual type learning outcomes of high, medium, and low. The process of solving the problem of the study revealed through observations, interviews and task sheets based on mathematical problem solving. The data were analysed based on indicators of mathematical problem solving by Polya and noted the characteristics of the critical thinking process which included steps: (1) identification of the problem and the relevant information, (2) explored the interpretations and connections, (3) alternative prioritize and communicated the conclusions, and (4) integrated, monitored, and refined strategies for re-handling the problems. The results showed that subject of SVT and SVS could solve the issue properly, the process of solving the second problem showed in step; (1) and (2) the steps to understand the problems, arranged the problem-solving plan, implemented the plan of problem solving, and rechecked the results of problem solving. (3) the steps to understand the problems, arranged and did problem solving plan. (4) Implemented a plan and rechecked the results of problem solving. While SVR could not solve the problems correctly in step (3) and (4) in steps implemented plans and rechecked the results of problem solving. Keyword : Mathematical Problem Solving, Student Visual Mode, Realistic Mathematics Education (RME).

PENGEMBANGAN E-MODUL EMBLEM BERBASIS PENDEKATAN REALISTIC MATHEMATICS EDUCATION PADA MATERI PECAHAN UNTUK ANAK KELAS V SEKOLAH DASAR

The background of this research is the limited learning resources used by students in learning. The efforts made to overcome this problem through developing learning resources in the form of e-module emblems based on the Realistic Mathematic Education (RME) approach. This research aims to determine the feasibility and response of students on the emblem e-module based on the RME approach of fraction material at class V elementary schools. The research method used is Research and Development according to Borg and Gall which has been modified into 7 stages. This research was conducted at SD Negeri 3 Adiwarno. The research subjects involved in this research were fifth grade elementary school teachers and students, media experts and material experts. The research instruments used were interviews, documentation and e-module quality questionnaires to see the feasibility of the e-module being developed. Based on the results of the validation test analysis, an average of 92.78% was obtained, consisting of a media expert assessment of 93.23% and a material expert assessment of 92.34%. Also supported by the calculation of the student response questionnaire after using the e-module was 90.47% achieved the very good category. Thus, it can be concluded that the RME-based emblem e-module development product is very feasible and very good to be used as a learning resource in assisting the learning activities of Mathematics fractions for fifth grade elementary school students.

PENGARUH PENDEKATAN RME DAN AQ TERHADAP KEMAMPUAN KOGNITIF MATEMATIKA SISWA KELAS VII SMP

The objective of this study is show how significant the influence of the use of RME approach and AQ to mathematics achievenment in SMP Negeri 2 Muaro Jambi. The study used exsperimental 2 × 3 factorial design and was applied to two groups of this study is the second semester student in class VII SMP N 2 Muaro Jambi 2011/2012 which consist of 6 classes. Samples are taken randomly. Class VII-A is the experimen class and class VII-B is used for controlling. After learning shows that cognitif abilities differ siqnifikan both groups and the results of learning posttest experimental class Climber category earned an average yield learning (82) for the experimental class and average class learning outcomes for the control (68.36), which means that student cognitif abilities in learning RME approach is better than the student cognitif abilities using conventional approaches. Based on these results it can be concluded that the role of AQ climbers in the learning process by using the RME approach can improve cognitive ability math students. Keyword: Realistic Mathematics Education (RME) Approach, Adversity Quotient, Students’ cognitive achievement

Pengaruh Model Pembelajaran Realistic Mathematics Education (RME) terhadap Pemahaman Konsep Peserta Didik Sekolah Dasar

The problem is motivated by educators, such as the use of models in learning is not optimal so that there is no activity of students constructing their own concepts and the tendency of students to memorize mathematical formulas instead of understanding it happens so that what they learn is easy to forget. The study aims to determine whether there is a difference when applying the Realistic Mathematics Education (RME) model to students' concept understanding with no RME learning model applied. The solution offered to find a way out is to apply the RME learning model. This study uses a type of quantitative research with the Quasy Experiment method. The population of this study were all students of class V A, VB and V B SDN 02 Payakumbuh. Researchers use random sampling because the number of objects tends to be large. The class selected as the experimental class is class V C and class V B control class. The data collection technique used tests and data analysis techniques were carried out by normality test, homogeneity test, and hypothesis testing using SPSS 29. The results showed the average posttest score of the experimental class was 83.91 and the control class was 78.55. Based on the results of the t-Test output: Two-Sample Assuming Equal Variances obtained a tcount value of 2.06> ttable 1.994. So according to the basis for decision making in the Two-Sample Assuming Equal Variances test, Ha is accepted and H0 is rejected, meaning that "the application of the RME learning model provides a better understanding of concepts to students than using a direct learning model in learning grade V mathematics SDN 02 Payakumbuh".

Meta Analysis Of The PMRI (Indonesian Realistic Mathematics Education) Approach To Improving Primary Students Mathematics Learning Outcomes

Research objectives This is For analyze PMRI approach (Mathematics Education Realistic Indonesia) towards results Study students at school base. PMRI's approach is a mathematization - oriented approach experience everyday and also apply mathematics in life daily . Study This use method meta- analysis research. Data analysis was carried out with SPSS 22.00 for windows help . Result of data analysis that has been done done done show that PMRI approach ( Mathematics Education Realistic Indonesia) is influential big to results Study students , the results of the independent samples test show that mark significance (2-tailed) 0.000 <0.05, the result of the effect size calculation is -2.65773, so it can be concluded that the influence of the PMRI (Indonesian Realistic Mathematics Education) approach is significantly more effective compared to conventional learning in terms of elementary school student learning outcomes. The results of data analysis show a significant difference between learning outcomes in the experimental class and the control class with a Sig (2-tailed) result of 0.000 and a small effect size. The results of data analysis can then be said that there is a significant difference between the learning outcomes of the experimental and control groups, however the treatment in this study showed a small effect on learning.

Cognitive Competence of Prospective Elementary Teachers on Realistic Mathematic Education through Cooperative Learning

Having cognitive competence in mastering learning theory and designing learning is one of the important competencies for prospective teachers to have. The description of prospective teacher competence is important for lectures to follow up. One approach to learning in mathematics is Realistic Mathematic Education (RME). RME is a student-centered approach to learning mathematics adopted from the Netherlands and holds to the principle that mathematics is a human activity. This learning approach has been implemented massively in the last few decades in Indonesia and has had a positive impact so this approach is important to teach. However, there are still many prospective elementary teachers who do not know and understand what and how to implement RME itself. Because of the importance of the cognitive competence that prospective elementary teachers must have regarding this RME approach, further research is needed on this matter. The aim of this study is to describe how the cognitive abilities of prospective elementary teachers on RME approach with the application of cooperative learning. The method used in this study was descriptive qualitative with observation and survey data collection techniques which were analyzed using cognitive levels according to PISA and Anderson on 50 prospective elementary teachers in Yogyakarta State University or in Bahasa Universitas Negeri Yogyakarta (UNY) 4th semester students. The results of this study were that most students had a fairly good theoretical understanding of RME. Although to apply it in learning mathematics requires more training, especially in designing contextual problems and how to evaluate them with various other approaches in learning mathematics.

Realistic mathematics education (RME) to improve literacy and numeracy skills of elementary school students based on teachers’ experience

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 Effect of Realistic Mathematics Education Model Assisted by Puzzle on Mathematical Problem-Solving Skills for Grade III Students

The Effect of Realistic Mathematics Education Model Assisted by Puzzle on Mathematical Problem-Solving Skills for Grade III Students

Pengembangan Modul Ajar Berdiferensiasi Berbasis Kurikulum Merdeka dengan Pendekatan Pendidikan Matematika Realistik

This research is development research and aims to produce a teaching device in the form of an emancipated curriculum-based module with a realistic mathematics education approach that is valid, practical, and effective. This research employs the 4- D development model conducted on the seventh grade students at SMPN 1 Kwandang, North Gorontalo Regency, in the first semester of the academic year 2022/2023. The results indicate that the quality of the developed product meets the criteria of validity, practicality, and effectiveness. This is proven by the validation results for the teaching module, where the average score given by the validators is 96.8%, indicating that it is categorized as highly valid. The analysis of the practicality aspect during the small-scale trial yielded scores ranging from 81% to 100%, meeting the criteria of being highly practical. The large-scale trial also indicates an average score of 100% with a highly practical rating. The effectiveness aspect was analyzed based on the students learning test results, which had an average score of 92.0%. In conclusion, with a realistic mathematics education approach, the emancipated curriculum-based mathematics teaching module is valid, practical, and effective for algebra material in seventh grade at SMPN 1 Kwandang.

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.

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