Realistic Mathematics Education Research Articles

Analisis Keterampilan Siswa dalam Menyajikan Data Menggunakan Pendekatan PMR Berbantuan Papan Diagram Batang di SD Gondang Manis 01

The use of bar chart boards is an effort to implement data presentation learning with the use of media as an aid. The main objective of this study is to implement bar chart board media based on Realistic Mathematics Education (PMR) to improve students' understanding in presenting data, as well as to encourage students' skills in presenting data accurately, completely, and clearly. The research method used is qualitative narrative with data collection techniques in the form of observation, interviews, and documentation. The subjects of this study involved students and teachers at SD Gondang Manis 01. Data were collected through various techniques, namely observation by observing student interactions with learning media and the role of teachers in classroom management, in addition we also use interview techniques with students and teachers to dig deeper into their experiences and perceptions. Thus, it is expected to be known to what extent the use of bar chart board media can help students understand statistical concepts and improve data presentation skills

Meta-Analysis: The Effect of Realistic Mathematics Education (RME) on Improving Mathematics Learning Outcomes

The PISA results indicate that the average mathematics score of Indonesian students is below the OECD average, with one in four 15-year-old students categorized as low performers in mathematics, reading, and science. Therefore, one alternative solution is to implement the Realistic Mathematics Education (RME) approach. This study aims to identify the impact of the RME approach on improving elementary school students' mathematics achievement. It addresses students' perceptions of difficulties in mathematics lessons, the tendency to merely memorize formulas, and limited understanding of mathematics learning, which lead to boredom and lack of comprehension. This research employs the Systematic Literature Review (SLR) method. From research articles published in SINTA 1-4 journals from 2015 to 2023, the articles discuss the Realistic Mathematics Education model's effect on mathematical problem-solving abilities. Keywords: Realistic Mathematics Education, Student Learning Outcomes, Mathematics

The Role of Interactive e-Modules Based on Realistic Mathematics Education to Improve Mathematical Representation Ability

The Role of Interactive e-Modules Based on Realistic Mathematics Education to Improve Mathematical Representation Ability

Integrating Realistic Mathematics Education With Islamic Values: A Statistics Module for Grade X Students

Integrating Realistic Mathematics Education With Islamic Values: A Statistics Module for Grade X Students

Development of an interactive E-Module based on realistic mathematics education (RME) to enhance students' mathematical reasoning skills on parallel lines and angles

Development of an interactive E-Module based on realistic mathematics education (RME) to enhance students' mathematical reasoning skills on parallel lines and angles

Indonesian realistic mathematics education learning design for least common multiple material using calendar context for grade VII students

Indonesian realistic mathematics education learning design for least common multiple material using calendar context for grade VII students

Pembelajaran Matematika Modern: Teknologi Gamifikasi dan RME dalam Mengasah Kemampuan Pemecahan Masalah

This research aims to develop and analyze the effectiveness of applying gamification technology integrated with the Realistic Mathematics Education (RME) approach in mathematics learning to hone students' problem solving abilities. This approach utilizes game elements such as points, levels and challenges combined with the local cultural context as a basis for learning. The research was conducted using qualitative methods, involving teachers and students as the main subjects, with data collected through observation, interviews and analysis of learning documents. The research results show that the integration of gamification technology with RME can significantly increase student learning motivation. Gamification elements create a more interesting and competitive learning atmosphere, while the local culture-based RME approach helps students understand mathematical concepts more concretely and relevant to everyday life. In addition, students' ability to solve problems increases, shown by their success in identifying problems, formulating strategies, and evaluating solutions. Teachers also responded positively to this approach, despite facing challenges such as limited planning time and technological facilities. This research makes an important contribution to modern mathematics learning innovations that are relevant to the needs of the 21st century. The integration of gamification and RME technologies offers great potential to holistically increase students' motivation, understanding and problem-solving skills.

Development Hypothetical Learning Trajectory on Statistics Material in Grade VIII Using Realistic Mathematics Education at the Preliminary Stage with Pranata Mangsa Context

Development Hypothetical Learning Trajectory on Statistics Material in Grade VIII Using Realistic Mathematics Education at the Preliminary Stage with Pranata Mangsa Context

Exploring the basic concepts of Calculus through a case study on motion in gravitational space

In universities, the Calculus course presents significant challenges year after year. In this article, we will demonstrate how to use methods of Realistic Mathematics Education (RME) to introduce the concepts of limits, differentiation, and integration based on high school kinematics and dynamics knowledge. All mathematical concepts are coherently built upon experiences, experiments, and fundamental dynamics knowledge related to motion in a gravitational field. With the help of worksheets created using GeoGebra or Microsoft Excel, students can conduct digital experiments and later independently visualize and relate abstract concepts to practical applications, thereby facilitating their understanding. Subject Classification: 97D40, 97I40, 97M50

Implementation of Realistic Mathematics Education Learning Model to Improve Students' Mathematics Learning Outcomes

This study aims to improve student learning outcomes on triangle material by applying realistic mathematics education learning models to students. This research is a class action research which consists of two cycles. The results of the study: (1) The process of learning mathematics through the application of the resource-based learning approach at SMP Negeri 1 Sitolu Ori is good, (2) In the first cycle the results of observations of the implementation of the learning process for teacher respondents through the application of realistic mathematics education learning models reached an average value of 64.38% with a sufficient category. In the second cycle, the results of observations of the implementation of the learning process for teacher respondents through the application of realistic mathematics education learning models reached an average of 85.00% with a good category and based on the average questionnaire results 88.69% classified as excellent. In the first cycle, the implementation of the learning outcomes test obtained an average of 64.52 learning outcomes and included a sufficient category, with a percentage of completeness of 52.38% and unsuccessfulness of 47.62%. In cycle two, the implementation of the learning outcomes test obtained an average of 83.21 learning outcomes and included in the good category, with a percentage of 100% completeness and 0% unsuccessful, so that learning completeness reached the target of 75%.

Using the realistic mathematics education (RME) approach with scaffolding to enhance mathematical representation ability

Background: Mathematical representation skills are essential for understanding and applying mathematical concepts. However, many students struggle to connect abstract concepts to real-life situations, making it difficult for them to improve their representation skills.Aim: This study aims to develop and test the effectiveness of the Realistic Mathematics Education (RME) approach, supported by scaffolding, in improving students' mathematical representation skills.Method: The study followed the ADDIE model, which includes five steps: Analysis, Design, Development, Implementation, and Evaluation. The participants were 50 second-semester students from classes A, C, and D in the Mathematics Education program at UIN Raden Intan Lampung.Results: The development of the Realistic Mathematics Education (RME) model with scaffolding was validated by eight expert validators, confirming its validity and practicality. The model was designed to align with learning objectives, incorporate real-world contexts, and provide structured scaffolding tailored to students’ needs. During implementation, the model demonstrated practicality as students actively engaged with learning activities and gradually developed independence in problem-solving. The effect size calculation of 0.9, categorized as high, confirmed the model’s effectiveness in significantly enhancing students' mathematical representation skills.Conclusion: The RME approach with scaffolding is an effective method to improve the quality of mathematics learning in higher education. It helps students better understand and apply mathematical concepts by linking them to practical problems.

Evaluating the M6 learning model and realistic mathematics education (RME) approach in enhancing critical thinking skills in mathematics: A focus on students’ logical-mathematical intelligence

Background: Critical thinking skills are essential in the 21st century; however, Indonesian students often show low critical thinking abilities in mathematics. This issue arises partly from limited use of instructional methods that foster critical thinking among junior high school students.Aim: This study aims to assess the effectiveness of the M6 learning model and Realistic Mathematics Education (RME) in enhancing students' critical thinking abilities in mathematics, considering their levels of logical-mathematical intelligence.Method: A quasi-experimental design was employed with a sample of 318 seventh-grade students from State Middle Schools in Cirebon Regency in the 2023/2024 academic year. Stratified cluster random sampling produced three groups: 107 students in the first experimental group, 105 in the second, and 106 in the control group. Instruments included a critical mathematical thinking skills test and a logical-mathematical intelligence test, with hypothesis testing conducted using two-way analysis of variance with unequal cells.Results: The analysis revealed significant differences in students' critical thinking abilities based on the learning model and logical-mathematical intelligence levels, with notable interactions between these variables.Conclusion: The study concludes that the M6 and RME learning models influence critical mathematical thinking skills differently across logical-mathematical intelligence categories. These findings underscore the importance of aligning instructional models with students' intelligence profiles to optimize learning outcomes in critical thinking.

Constructing slope conceptualizations: Physical, geometrical, and algebraic

The concept of slope constitutes a fundamental component of the discourse surrounding linear equations. A subset of students frequently interprets slope merely as an algebraic ratio. This particular context fosters a superficial understanding of slope, as these students typically resort to mechanical memorization of the slope formula. The intent of this research endeavor is to enhance a holistic understanding of the slope concept: physically, geometrically, algebraically; through the deployment of realistic teaching activities. Two students are participants in this research endeavor. The research group initiated a series of questions aimed at assessing their comprehension by delivering a total of six activities, which were systematically designed using the emergent modeling framework central to the educational design principles of Realistic Mathematics Education (RME). These activities are structured to facilitate the students' understanding of the fundamental concept of slope, transitioning from physical properties, through geometric ratios, to algebraic ratios. Subsequent to the investigations and the interviews conducted, the researchers deduce that the utilization of realistic activities significantly enhances students' comprehension of the foundational concept of slope: physical, geometric, algebraic.

The Influence of a Realistic Mathematical Approach on Student Learning in Elementary Schools

This study investigates the impact of the Realistic Mathematics Education (RME) approach on students' critical thinking skills and learning outcomes in elementary schools. The research employs a literature review method by analyzing findings from previous studies, including experimental and quasi-experimental designs. The RME approach, characterized by its emphasis on real-world problems and contextual learning, enables students to connect mathematical concepts with practical applications, fostering critical thinking and problem-solving abilities. Various studies indicate that students using the RME approach exhibit significantly improved critical thinking skills compared to those taught using conventional methods. For example, one study showed an increase in the average critical thinking score from 63.29 to 80.29, with a significance value of 0.001 < 0.05, confirming the approach's effectiveness. Additionally, students demonstrated the ability to apply mathematical formulas in daily life and actively engage in learning activities, leading to higher academic achievement. The analysis highlights three key aspects of the RME approach: its ability to transform abstract concepts into relatable experiences, its adaptability to diverse student needs, and its effectiveness in promoting active participation. These attributes make RME a viable alternative for improving mathematics education in elementary schools. In conclusion, the RME approach provides a practical and effective solution for enhancing students' critical thinking skills and mathematical understanding, bridging the gap between theory and real-world application. This study recommends integrating the RME approach into mathematics curricula to achieve more meaningful and engaging learning experiences for elementary students.

Understanding The Concept Of Pythagoras In Junior High School Students Using PMRI

This research aims to determine students' conceptual understanding using the PMRI learning approach with the context of cotton rope in the Pythagorean theorem material on students' conceptual understanding in class VIII SMP NEGERI 2 Pagaralam. The obstacle faced by students in studying the Pythagorean Theorem is a lack of understanding of the basic concepts in the Pythagorean theorem material. One method that can strengthen understanding of concepts in learning mathematics is Indonesian Realistic Mathematics Education (PMRI). The research method used was experimental using a control group Pre-test - Post-test design. This research involved 2 classes, namely the experimental and control classes. Data collection techniques include observation and tests, the analysis techniques used are documentation, observation and tests. Based on test data analysis, the average student score in the experimental class was 78.8, while the control class had a score of 72.50. From the research results, students' conceptual understanding was found to be better using PMRI with comparison results in the experimental class being better than in the control class.

Pengembangan Video Pembelajaran Matematika berbasis Realistic Mathematics Education pada Pembelajaran Segiempat

This study discusses the development of a mathematics learning video based on Realistic Mathematics Education (RME) on quadrilaterals, which aims to determine the process of developing a valid, practical, and effective RME-based mathematics learning video. The type of research used is research and development (R&D) with a 4D development model consisting of four stages: define, design, develop, and disseminate. The subjects of this study were 20 students of grade VII of SMP Negeri 4 Selayar. The instruments used included expert validation sheets, student activity observation sheets, teacher ability observation sheets in managing learning, student response questionnaires, teacher response questionnaires, and learning outcome tests. The developed learning video was declared valid based on the study's results. This video was declared practical based on the teacher's ability to manage learning, which was categorized as very good, and the results of the teacher response questionnaire were categorized as very practical. In addition, this video was also declared effective because it met three criteria for effectiveness: student response questionnaires with a very positive category, student activities that were classified as good, and mathematics learning outcome tests that achieved a 100% completion percentage. The development of RME-based learning videos provides valid, practical, and effective learning media, which can help teachers manage mathematics learning in a more interactive and meaningful way.

Pengaruh Pendekatan Realistik Dalam Pembelajaran Matematika Terhadap Pemecahan Masalah Siswa SD

This study aims to analyze the effect of the Realistic Mathematics Education (RME) approach on the mathematical problem-solving abilities of elementary school students. RME is a learning approach that connects mathematical concepts with real situations that students can find in everyday life. The research method used is qualitative research by reviewing the results of previous studies that are relevant in the context of mathematics learning in elementary schools. Based on the analysis of various studies, the results of the study indicate that the application of RME can improve students' mathematical problem-solving abilities. This is evident in various materials such as geometry (circumference and area of ​​trapezoids and kites), mixed arithmetic operations, and equivalent fractions. RME also plays a role in increasing students' self-esteem and self-efficacy in learning mathematics, which in turn strengthens their motivation and performance. In addition, the learning media used in RME, such as geoboards, can enrich students' learning experiences and facilitate understanding of mathematical concepts in a more concrete way. This study provides an overview that RME not only improves students' cognitive abilities, but also supports their emotional and social development in the context of mathematics learning.

Decolonising Content Narratives in Mathematics and Science Education: The Case of Reinventing Length Measurement

In South Africa and in many other parts of the world, decolonising the curriculum has become a valued goal, while frameworks that would systematically support the decolonising project through instructional design are not broadly available. In this conceptual paper we bring readers to consider one framework for instructional design, the theory of Realistic Mathematics Education, and discuss how it can aid in decolonising education in primary years. We exemplify our conceptual position through an instructional design for teaching length measurement—a key grounding practice in both early years mathematics and science throughout the world. We propose that the resulting decolonised narratives are not only useful in marginalised contexts of countries with a history of colonisation. Due to their positioning of mathematics as a human endeavour, these narratives are capable of generating meaningful, equitable engagement with mathematics for diverse student groups in a variety of educational settings.

Horizontal and vertical mathematization processes of 10th grade students: The case of Law of Sines

Realistic Mathematics Education (RME) has gained significant attention in Vietnam over the past decade due to its potential for enhancing mathematics instruction. This study investigates the process of mathematicization undertaken by students as they transition from solving a real-world contextual problem to discovering and applying the Law of Sines. The primary problem involves determining the angle formed by the crossbar and the hanging rope of a disco ball. Guided by the principles of RME, the mathematicization process encourages students to model this scenario as a triangle with two given side lengths and a specified angle between one side and the base. With teacher facilitation, students construct a general mathematical model and subsequently reinvent the Law of Sines. They apply this law to solve the initial problem and further extend their understanding by tackling a similar contextual scenario. The study involved 40 students, who engaged with worksheets designed to present relevant problems. Their problem-solving processes were documented and analyzed using qualitative methods. The findings contribute to the development of a teaching approach for introducing the Law of Sines within the framework of RME, specifically tailored to the Vietnamese educational context. This approach underscores the progression of students' understanding through the integration of contextual problem-solving and theoretical reinvention.

The Effect of Realistic Mathematics Education Approach on Students' Conceptual Understanding

This research was conducted in Grade VI at SD 200223 Sibulan-bulan Padangsidimpuan during the academic year 2023/2024, focusing on the topic of fractions. The aim of this study was to determine the effect of the Realistic Mathematics Approach on students' understanding of concepts in Grade VI at SD 200223 Sibulan-bulan. The study utilized a Post-Test-Only Control Group design and was of quasi-experimental nature. It involved an experimental group receiving the Realistic Mathematics Education Approach treatment and a control group not receiving such treatment. Both groups were selected randomly. The research findings indicate that students' understanding of mathematical concepts was better when using the Realistic Mathematics Approach compared to conventional learning methods. Based on the hypothesis testing results, it was found that t-count > t-table (2.23 > 1.98) and the Sig. value = 0.018, indicating that there is a positive effect of the Realistic Mathematics Education Approach (RME) on students' conceptual understanding. Based on the above findings, it is recommended that the learning process in schools use the Realistic Mathematics Education Approach, as it can improve students' conceptual understanding and mathematical abilities.