Realistic Mathematics Research Articles

Realistic mathematics education and mathematical literacy: a meta-analysis conducted on studies in Indonesia

A considerable body of literature exists pertaining to realistic mathematics education (RME) and its correlation with mathematical literacy, with numerous studies demonstrating incongruent results. The principal objective of this meta-analysis is to systematically investigate the overarching influence of RME on mathematical literacy within the context of Indonesia. The collection of documents comprises a total of seventeen publications that were released between the years 2014 and 2023. The estimation methodologies utilized in this study were grounded on a random-effects model, and statistical computations were conducted utilizing the comprehensive meta-analysis (CMA) software in academic writing. The equation proffered by Hedges was employed for the quantification of effect magnitude. The outcomes of the investigation reveal that the implementation of RME learning yielded a noteworthy and advantageous impact (effect size = 1.031; p 0.05) on the adeptness of students in the domain of mathematical literacy. Moreover, many moderating factors, including class capacity, educational level, geographical location, content of the Programme for International Student Assessment (PISA), and the combination of learning, did not significantly impact students' diverse mathematical literacy proficiency. This study proposes that mathematics educators should consider utilizing the RME as a means of improving students' proficiency in mathematical literacy.

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

Upaya Meningkatkan Hasil Belajar Matematika Materi Bangun Datar dengan Pendekatan Matmatika Realistik di Kelas V SDN 101766 Bandar Setia

The purpose of this research is to see the results of learning mathematics on flat shapes material after using a realistic mathematics approach in class V of SD Negeri 101766 Bandar Setia. The research method used is Classroom Action Research (CAR). The CAR model used consists of 4 stages, namely planning, action, review (observation), and reflection. The subjects in this study were 22 students of class V-B of SD Negeri 101766 Bandar Setia, consisting of 10 male students and 12 female students. The data collection technique used in this study was observation and test analysis. The results of the study from the implementation of two cycles showed that the percentage of student learning activities increased by 60% in cycle I to 88.5% in cycle II. The percentage of student learning outcomes also increased from 59% (good) in cycle I to 86% (very good) in cycle II. Based on the results of the data analysis obtained, it can be concluded that the realistic mathematics approach can improve student learning outcomes in the mathematics subject of flat shapes material in class V of SD Negeri 101766 Bandar Setia

Mobile-Based Realistic Mathematics Learning Design to Improve Students' Reasoning Ability and Problem-Solving Ability

<p> Mathematical reasoning and problem-solving skills have become a very necessary need at this time. Students who do not have mathematical reasoning and problem-solving skills will have difficulty adapting to current technological advances. The purpose of this study is to design mobile-based mathematics learning to improve students' mathematical reasoning and problem-solving skills. The subjects of this study were junior high school students. The research method developed was ADDIE (Analysis, Design, Development, Implementation, Evaluation). The results of the study showed that improving students' mathematical reasoning skills had a very positive impact on students' mathematical problem-solving skills. These results provide additional contributions and references for mathematics teachers who want to add knowledge related to improving the quality of mathematics learning in the classroom.</p>

DẠY HỌC XÁC SUẤT - THỐNG KÊ GẮN VỚI THỰC TIỄN NGHỀ NGHIỆP CHO SINH VIÊN TRƯỜNG ĐẠI HỌC Y DƯỢC THÁI BÌNH

Based on the teaching process in the direction of developing learners’ capability and research results on the Theory of Realistic Mathematics Education, the paper proposes an educational process for using research results in Medicine and Pharmacy to design content for teaching probability and statistics at Thai Binh University of Medicine and Pharmacy, including 5 steps: (1) Finding “realistic situations” from the field of medicine and pharmacy that are suitable for students; (2) Organizing activities for learners to perform learning tasks; (3) Formalizing; (4) Applying; (5) Assessing and Self-assessing. The pedagogical experiment with the content "The law of Total probability" was conducted with the Preventive Healthcare major students at Thai Binh University of Medicine and Pharmacy in the academic year 2023 - 2024. The results showed that the proposed measure improves interest in learning and links probability and statistics knowledge with professional practice.

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

Investigating preservice secondary mathematics teachers' skills in posing realistic mathematics tasks

Mathematics tasks situated in realistic situations play a central role in developing and applying mathematical knowledge. However, mathematics educators face difficulties in designing realistic mathematics tasks. This study was conducted to gain deeper insights into the characteristics of mathematical problems that underprepared preservice secondary mathematics teachers pose. This study examined 32 preservice secondary mathematics teachers' problem-posing skills based on three problem-posing situations: structured problem-posing, semi-structured problem-posing, and free problem-posing. As the context of the participants, they did not have learning experiences in designing realistic mathematics tasks. In evaluating the preservice teachers' works, the researchers used several evaluation criteria, namely the compatibility of the problem with the mathematical principles, plausibility and sufficiency of information, the problem text, level of context authenticity, cognitive demand, and the correctness of the solution. The results revealed that most preservice teachers posed problems with the first-order level of context use and low cognitive demand. Additionally, many of them encountered difficulties when attempting to solve the problem. The findings of this study were expected to serve as a basis for developing a curriculum for pedagogic and mathematics courses in teacher education.

Secondary teachers’ guided reinvention of the definitions of reducible and irreducible elements

Informed by Realistic Mathematics Education, we designed a hypothetical learning trajectory on graduate students’ guided reinvention of reducible and irreducible elements in rings. We created experientially real context problems for use in a teaching experiment, in which secondary in-service and pre-service teachers used algebra tiles as an emergent model of factoring integers and quadratics in Zx. In their mathematical activity, this became the teachers’ model for abstracting the shared structure of (ir)reducible elements in Z and Z[x], which they used to formally define (ir)reducible elements. In this paper, we discuss the progression of the teachers’ reasoning and defining activities that were evident as they reinvented the definitions of reducible and irreducible elements of integral domains.

DESAIN DIDAKTIS UNTUK MENGATASI HAMBATAN BELAJAR SISWA SD PADA PEMAHAMAN KONSEP LUAS BANGUN DATAR

This research focused on students who faced challenges in understanding concepts of two-dimensional area. The primary cause of these learning obstacles was the lack of mastery and comprehension in mathematics. To address this, a didactical design was developed based on the principles of the Realistic Mathematics Education (RME) model, aimed at helping students overcome these difficulties. This design was initially tested with fourth-grade students to observe their responses during the learning process. Despite some unforeseen reactions, the analysis of these initial implementations informed a revised design, which was subsequently tested again. The didactical design was divided into three sessions, each with anticipated student responses in mind. The research employed Didactical Design Research (DDR) using qualitative methods, including learning barrier tests, short fill-in lists, interviews, questionnaires, documentation, and field notes for data collection. The study resulted in a didactical design that could be effectively used to improve students' understanding of two-dimensional area concepts in mathematics.

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 Influence of Implementing Realistic Mathematics Learning Model on The Mathematics Learning Outcomes

The Influence of Implementing Realistic Mathematics Learning Model on The Mathematics Learning Outcomes