Realistic Mathematics Education: Unlocking Problem-Solving Potential in Students
Keywords:
Contextual Learning, Learning Strategies, Mathematics Education, Problem Solving Skills, Realistic Mathematics Education
Abstract
Purpose of the study: The purpose of this study was to explore the role of Realistic Mathematics Education (RME) in improving students' mathematical problem-solving skills and learning strategies in the classroom. This study also analyzed the effectiveness of the RME approach and students' and teachers' perceptions of the approach.
Methodology: This study used a mixed method with a quasi-experimental design (pretest-posttest control group) and a case study. Data were collected using problem-solving tests, observation sheets, and interviews. The research instruments included context-based test questions, observation guides, and interview guides. Data analysis was carried out using statistical tests using SPSS and thematic analysis for qualitative data.
Main Findings: The main results of this study indicate that the Realistic Mathematics Education (RME) approach significantly improved students' mathematical problem-solving skills compared to the conventional method. The mean posttest scores of students in the RME group were higher, with consistent improvement. Observations showed more active student engagement, use of visual aids, and contextual relevance in learning. Interviews revealed positive perceptions of teachers and students towards the effectiveness of the RME approach.
Novelty/Originality of this study: This study is interesting since it thoroughly examines how well Indonesian students, particularly those in junior high school, can solve mathematical problems through Realistic Mathematics Education (RME). In addition to examining students' opinions and teachers' learning practices, this study offers a fresh perspective on the RME approach's growth within the local educational setting.
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[19] J. Cai and R. Leikin, “Affect in mathematical problem posing: conceptualization, advances, and future directions for research,” Educ. Stud. Math., vol. 105, no. 3, pp. 287–301, 2020, doi: 10.1007/s10649-020-10008-x.
[20] E. Akugizibwe and J. Y. Ahn, “Perspectives for effective integration of e-learning tools in university mathematics instruction for developing countries,” Educ. Inf. Technol., vol. 25, no. 2, pp. 889–903, 2020, doi: 10.1007/s10639-019-09995-z.
[21] S. Inganah, R. Darmayanti, and N. Rizki, “Problems, Solutions, and Expectations: 6C Integration of 21 st Century Education into Learning Mathematics,” JEMS (Journal Math. Sci. Educ., vol. 11, no. 1, pp. 220–238, 2023.
[22] W. R. Tumangger, I. A. Khalil, and R. C. I. Prahmana, “The Impact of Realistic Mathematics Education-based Student Worksheet for Improving Students’ Mathematical Problem-Solving Skills,” IndoMath Indones. Math. Educ., vol. 7, no. 2, p. 196, 2024, doi: 10.30738/indomath.v7i2.122.
[23] M. Van den Heuvel-Panhuizen and P. Drijvers, Realistic Mathematics Education. 2014. doi: 10.1007/978-94-007-4978-8_170.
[24] R. Yilmaz, “Prospective mathematics teachers’ cognitive competencies on realistic mathematics education,” J. Math. Educ., vol. 11, no. 1, pp. 17–44, 2020, doi: 10.22342/jme.11.1.8690.17-44.
[25] T. Shahidayanti, R. Charitas, I. Prahmana, and F. A. Fran, “Integrating Ethno-Realistic Mathematics Education in developing three-dimensional instructional module,” J. Honai Math, vol. 7, no. December, pp. 379–400, 2024.
[26] R. E. Simamora and S. A. Ramadhanta, “Investigating the effects of Realistic Mathematics Education on mathematical creativity through a mixed-methods approach,” Indones. J. Sci. Math. Educ., vol. 7, no. 2, p. 337, 2024, doi: 10.24042/ijsme.v7i2.21221.
[27] N. Listiawati et al., “Analysis of implementing Realistic Mathematics Education principles to enhance mathematics competence of slow learner students,” J. Math. Educ., vol. 14, no. 4, pp. 683–700, 2023, doi: 10.22342/jme.v14i4.pp683-700.
[28] Armiati, A. Fauzan, Y. Harisman, and F. Sya’Bani, “Local instructional theory of probability topics based on realistic mathematics education for eight-grade students,” J. Math. Educ., vol. 13, no. 4, pp. 703–722, 2022, doi: 10.22342/jme.v13i4.pp703-722.
[29] Meryansumayeka, Zulkardi, R. I. I. Putri, and C. Hiltrimartin, “Designing geometrical learning activities assisted with ICT media for supporting students’ higher order thinking skills,” J. Math. Educ., vol. 13, no. 1, pp. 135–148, 2022, doi: 10.22342/jme.v13i1.pp135-148.
[30] Muhtarom, Nizaruddin, F. Nursyahidah, and N. Happy, “the Effectiveness of Realistic Mathematics Education To Improve Students’ Multi-Representation Ability,” Infin. J., vol. 8, no. 1, pp. 21–30, 2019, doi: 10.22460/infinity.v8i1.p21-30.
[31] U. Umbara and Z. Nuraeni, “Implementation of Realistic Mathematics,” J. Math. Educ., vol. 8, no. 2, pp. 167–178, 2019.
[32] R. C. I. Prahmana, L. Sagita, W. Hidayat, and N. W. Utami, “Two Decades of Realistic Mathematics Education Research in Indonesia: a Survey,” Infin. J., vol. 9, no. 2, pp. 223–246, 2020, doi: 10.22460/infinity.v9i2.p223-246.
[33] A. Fauzan et al., “Realistic Mathematics Education (Rme) To Improve Literacy and Numeracy Skills of Elementary School Students Based on Teachers’ Experience,” Infin. J., vol. 13, no. 2, pp. 301–316, 2024, doi: 10.22460/infinity.v13i2.p301-316.
[34] C. Febriani, S. Aryzki, Rohama, and R. Saputri, “Pengaruh Pemberian Edukasi Untuk Meningkatkan Pengetahuan Masyarakat Tentang Dagusibu ( Dapatkan , Gunakan , Simpan , Buang ) Obat Antibiotik di Desa Tangkahen Kalimantan Tengah The Effect of Providing Education to Increase Public Knowledge about Dagusibu,” J. Surya Med., vol. 265–271, no. Yarza, 2024.
[35] R. Rasmitadila, R. Rachmadtullah, A. Samsudin, M. Nurtanto, and M. N. Jauhari, “Limited face-to-face learning on students in inclusive classrooms during the Covid-19 pandemic: Perceptions of elementary school teachers in Indonesia,” Cogent Educ., vol. 10, no. 1, 2023, doi: 10.1080/2331186X.2023.2213612.
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Published
2024-06-26
How to Cite
Miharja, M. A., Bulayi, M., & Triet, L. V. M. (2024). Realistic Mathematics Education: Unlocking Problem-Solving Potential in Students. Interval: Indonesian Journal of Mathematical Education, 2(1), 50-59. https://doi.org/10.37251/ijome.v2i1.1344
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Articles
Copyright (c) 2024 Marenda Atika Miharja, Makungu Bulayi, Le Viet Minh Triet
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