Enhancing Mathematics Learning Outcomes through Realistic Mathematics Education: Evidence from Classroom Implementation
Abstract
Purpose of the study: The aim of this study was to determine whether or not the Realistic Mathematics Education approach had an influence on students' mathematics learning outcomes.
Methodology: This study is a quasi-experimental study using a nonequivalent control group design consisting of 38 students in the experimental class and 35 students in the control class with a purposive sampling technique. The data collection technique used was a pretest and posttest.
Main Findings: The student learning outcomes test after being given treatment was analyzed using descriptive statistical analysis and inferential statistical analysis. The results showed a difference between the mathematics learning outcomes of students in the experimental class and students in the control class with tcount > ttable (tcount = 1.91; ttable = 1.666). Based on this, it can be concluded that there is an influence of the Realistic Mathematics Education approach on student learning outcomes.
Novelty/Originality of this study: This study provides empirical evidence on the effectiveness of the Realistic Mathematics Education approach through a quasi-experimental, non-equivalent control group design at the classroom level. This study expands existing knowledge by demonstrating measurable differences in learning outcomes using pre-test and post-test analyses, thus strengthening the practical evidence base for implementing Realistic Mathematics Education in real-world learning environments.
References
F. Sosa-Gutierrez, H. M. V. Apaza, S. V. Valdivia-Yábar, and W. W. Condori-Castillo, “Critical Thinking and Teaching Mathematics: An Analysis from Education,” Int. J. Relig., vol. 4, no. 2, pp. 387–405, Dec. 2023, doi: 10.61707/94v23344.
S. Y. Duma, Muslimin, A. S. Modjo, and A. Walid, “The role of Mathematics Education in Developing Critical Thingking Skill in the Industrial Era 5.0,” Aksioma Educ. J., vol. 1, no. 4, pp. 1–10, Dec. 2024, doi: 10.62872/rca4py44.
L. M. Sánchez-Ruiz, S. Moll-López, A. Nuñez-Pérez, J. A. Moraño-Fernández, and E. Vega-Fleitas, “ChatGPT Challenges Blended Learning Methodologies in Engineering Education: A Case Study in Mathematics,” Appl. Sci., vol. 13, no. 10, p. 6039, May 2023, doi: 10.3390/app13106039.
Y. Y. Mumcu, “Examining mathematics department students’ views on the use of mathematics in daily life,” Int. Online J. Educ. Teach., vol. 5, no. 1, pp. 61–80, 2018, [Online]. Available: http://iojet.org/index.php/IOJET/article/view/221/220
I. Andini and U. Cahyaningsih, “An analysis of students’ learning difficulties in solving plane geometry problems among seventh-grade students,” Int. J. Adv. Res. Math. Educ., vol. 2, no. 2, pp. 110–121, 2024, [Online]. Available: https://doi.org/
L. T. Reinke, M. Stephan, R. Ayan-Civak, and A. R. Casto, “Teachers’ press for contextualization to ground students’ mathematical understanding of ratio,” J. Math. Teach. Educ., vol. 26, no. 3, pp. 335–361, Jun. 2023, doi: 10.1007/s10857-022-09531-w.
Yusron Abda’u Ansya, Ayu Alfianita, Hanna Putri Syahkira, and Syahrial, “Optimizing Mathematics Learning In Fifth Grades: The Critical Role Of Evaluation In Improving Student Achievement And Character,” Prog. Pendidik., vol. 5, no. 3, pp. 302–311, Sep. 2024, doi: 10.29303/prospek.v5i3.1120.
O. Niyibizi and V. Mutarutinya, “Enhancing learning outcomes in mathematics education through innovative assessment methods and timely feedback,” J. Math. Sci. Teach., vol. 4, no. 3, p. em064, Jul. 2024, doi: 10.29333/mathsciteacher/14584.
W. Agustin, A. Y. Wahyudin, and S. Isnaini, “Language Learning Strategies and Academic Achievement of English Department Students,” J. Arts Educ., vol. 1, no. 1, pp. 19–29, 2021, doi: 10.33365/jae.v1i1.34.
S. J. Lee and K. Kwon, “A systematic review of AI education in K-12 classrooms from 2018 to 2023: Topics, strategies, and learning outcomes,” Comput. Educ. Artif. Intell., vol. 6, p. 100211, Jun. 2024, doi: 10.1016/j.caeai.2024.100211.
M. Gaurifa, “Learning Mathematics In Telukdalam Market: Calculating Prices And Money In Local Trade,” Afore J. Pendidik. Mat., vol. 3, no. 2, pp. 97–107, Oct. 2024, doi: 10.57094/afore.v3i2.2305.
D. Harefa and Fatolosa Hulu, “Mathematics Learning Strategies That Support Pancasila Moral Education: Practical Approaches for Teachers,” Afore J. Pendidik. Mat., vol. 3, no. 2, pp. 51–60, 2024, doi: 10.57094/afore.v3i2.2299.
P. Üredi and A. Doğanay, “Developing the Skill of Associating Mathematics with Real Life Through Realistic Mathematics Education: An Action Research * Gerçekçi Matematik Eğitimi Yoluyla Matematiği Gerçek Yaşamla İlişkilendirme Becerisinin Geliştirilmesi: Bir Eylem Araştırması,” J. Theor. Educ. Sci., vol. 16, no. April, pp. 394–422, 2023.
S. Sevinc and R. Lesh, “Preservice mathematics teachers’ conceptions of mathematically rich and contextually realistic problems,” J. Math. Teach. Educ., vol. 25, no. 6, pp. 667–695, Dec. 2022, doi: 10.1007/s10857-021-09512-5.
E. Susanti, “Enhancing Problem-Solving Skills in Elemtary Students Through Realistic mathematics Education,” Sci. J. Inov. Pendidik. Mat. dan IPA, vol. 5, no. 1, pp. 48–59, 2025.
K. Koerunnisa et al., “The Influence of a Realistic Mathematical Approach on Student Learning in Elementary Schools,” J. Math. Instr. Soc. Res. Opin., vol. 4, no. 1, pp. 105–114, 2024, doi: 10.58421/misro.v4i1.282.
L. Amalia, M. Makmuri, and L. El Hakim, “Learning Design: To Improve Mathematical Problem-Solving Skills Using a Contextual Approach,” JIIP - J. Ilm. Ilmu Pendidik., vol. 7, no. 3, pp. 2353–2366, 2024, doi: 10.54371/jiip.v7i3.3455.
H. Serin, “Teaching Mathematics: Strategies for Improved Mathematical Performance,” Int. J. Soc. Sci. Educ. Stud., vol. 10, no. 3, pp. 146–150, 2023, doi: 10.23918/ijsses.v10i3p146.
A. D. Susandi and S. Widyawati, “Implementation of realistic mathematic education (RME) learning model in improving critical thinking skills,” Al-Jabar J. Pendidik. Mat., vol. 13, no. 2, pp. 251–260, Dec. 2022, doi: 10.24042/ajpm.v13i2.14996.
R. Lestari, R. C. I. Prahmana, M. S. F. Chong, and M. Shahrill, “Developing Realistic Mathematics Education-Based Worksheets For Improving Students’ Critical Thinking Skills,” Infin. J., vol. 12, no. 1, pp. 69–84, Feb. 2023, doi: 10.22460/infinity.v12i1.p69-84.
R. Safitri, Alnedral, Gusril, A. S. Wahyuri, and Y. Ockta, “The Impacts of the Project-Based Learning and Problem-Based Learning Models with Self-Confidence on Students’ Learning Outcomes,” Indones. Res. J. Educ., vol. 8, no. 1, pp. 269–283, 2024, [Online]. Available: https://online-journal.unja.ac.id/irje/article/view/31480
Y. Jubhari, L. Sasabone, and N. Nurliah, “The Effectiveness of Contextual Teaching and Learning Approach in Enhancing Indonesian EFL Secondary Learners’ Narrative Writing Skill,” REiLA J. Res. Innov. Lang., vol. 4, no. 1, pp. 54–66, Apr. 2022, doi: 10.31849/reila.v4i1.8633.
A. Dorimana, A. Uworwabayeho, and G. Nizeyimana, “Teacher-student interactions for enhanced learning in upper secondary mathematics classroom,” Int. J. Eval. Res. Educ., vol. 11, no. 2, pp. 507–515, Jun. 2022, doi: 10.11591/ijere.v11i2.22152.
R. Li, M. Cevikbas, and G. Kaiser, “Mathematics teachers’ beliefs about their roles in teaching mathematics: orchestrating scaffolding in cooperative learning,” Educ. Stud. Math., vol. 117, no. 3, pp. 357–377, Nov. 2024, doi: 10.1007/s10649-024-10359-9.
L. Misqa, W. Oviana, Z. Hayati, and M. Jannah, “Improving Student Learning Outcomes in Mathematics Learning through a Contextual Teaching and Learning Approach in Elementary Schools,” J. Indones. Prim. Sch., vol. 1, no. 2, pp. 19–26, Jun. 2024, doi: 10.62945/jips.v1i2.34.
F. Yunitasari, M. Sintawati, and A.-R. H. Mastul, “The Application of Contextual Teaching and Learning for Increasing Learning Outcomes and Reducing Anxiety in Elementary School Mathematics,” Int. J. Learn. Reform. Elem. Educ., vol. 2, no. 02, pp. 77–85, Apr. 2023, doi: 10.56741/ijlree.v2i02.283.
M. H. Hussein, S. H. Ow, M. M. Elaish, and E. O. Jensen, “Digital game-based learning in K-12 mathematics education: a systematic literature review,” Educ. Inf. Technol., vol. 27, no. 2, pp. 2859–2891, Mar. 2022, doi: 10.1007/s10639-021-10721-x.
H. Ye, B. Liang, O.-L. Ng, and C. S. Chai, “Integration of computational thinking in K-12 mathematics education: a systematic review on CT-based mathematics instruction and student learning,” Int. J. STEM Educ., vol. 10, no. 1, p. 3, Jan. 2023, doi: 10.1186/s40594-023-00396-w.
R. F. O. Cayubit, “Why learning environment matters? An analysis on how the learning environment influences the academic motivation, learning strategies and engagement of college students,” Learn. Environ. Res., vol. 25, no. 2, pp. 581–599, Jul. 2022, doi: 10.1007/s10984-021-09382-x.
N. S. Raj and V. G. Renumol, “A systematic literature review on adaptive content recommenders in personalized learning environments from 2015 to 2020,” J. Comput. Educ., vol. 9, no. 1, pp. 113–148, Mar. 2022, doi: 10.1007/s40692-021-00199-4.
S. Em, “Exploring experimental research: Methodologies, designs, and applications across disciplines,” Cambodian J. Educ. Soc. Sci., vol. 2, no. 2, pp. 1–8, Dec. 2025, doi: 10.69496/cjess.v2i2.78.
H. Orkibi, S. Keisari, N. L. Sajnani, and M. de Witte, “Effectiveness of drama-based therapies on mental health outcomes: A systematic review and meta-analysis of controlled studies.,” Psychol. Aesthetics, Creat. Arts, vol. 19, no. 4, pp. 878–895, Aug. 2025, doi: 10.1037/aca0000582.
M. M. Willie, “Population and Target Population in Research Methodology,” Golden Ratio Soc. Sci. Educ., vol. 4, no. 1, pp. 75–79, Apr. 2024, doi: 10.52970/grsse.v4i1.405.
D. Hossan, Z. Dato’ Mansor, and N. S. Jaharuddin, “Research Population and Sampling in Quantitative Study,” Int. J. Bus. Technopreneursh., vol. 13, no. 3, pp. 209–222, Oct. 2023, doi: 10.58915/ijbt.v13i3.263.
A. Lapidus, D. Topchiy, T. Kuzmina, and P. Bolshakova, “Modelling the Stages of Pre-Project Preparation and Design Development in the Life-Cycle of an Investment and Construction Project,” Appl. Sci., vol. 12, no. 23, pp. 1–25, 2022, doi: 10.3390/app122312401.
I. Alieksieiev and A. Mazur, “Methodology of Financial Research by Stages of Innovation Process,” Econ. Entrep. Manag., vol. 9, no. 1, pp. 7–14, Mar. 2022, doi: 10.56318/eem2022.01.007.
N. Dewi, Sutarto, Ernasari, and R. A. Faresta, “How Do Physics Teachers Implement the Merdeka Curriculum in Learning Activities?,” J. Educ. Teach., vol. 6, no. 1, p. 2025, 2025, doi: 10.51454/jet.v6i1.530.
E. F. Asda, A. Andromeda, Y. Yerimadesi, and Z. Fitriza, “Pedagogical competence of chemistry education student to implement guided inquiry learning model in lesson study learning community based microteaching course,” 2023, p. 110002. doi: 10.1063/5.0125132.
E. Celik, G. Ozdemir Baki, and A. Isik, “The Effect of Cluster Teaching With Worksheets on Students’ Academic Achievement in Distance Education,” Turkish Online J. Distance Educ., vol. 23, no. 3, pp. 137–152, Jul. 2022, doi: 10.17718/tojde.1137255.
N. Sari et al., “Applying Ethnomathematics in Learning Mathematics for Middle School Students,” Acta Sci., vol. 25, no. 5, pp. 250–274, Oct. 2023, doi: 10.17648/acta.scientiae.7690.
M. R. Ridwan, S. Hadi, J. Jailani, and H. Retnawati, “The instrument development to measure the verbal ability of prospective high school students,” Int. J. Eval. Res. Educ., vol. 12, no. 1, pp. 357–368, 2023, doi: 10.11591/ijere.v12i1.22736.
R. Mursid, A. H. Saragih, and R. Hartono, “The Effect of the Blended Project-based Learning Model and Creative Thinking Ability on Engineering Students’ Learning Outcomes,” Int. J. Educ. Math. Sci. Technol., vol. 10, no. 1, pp. 218–235, 2022, doi: 10.46328/ijemst.2244.
Copyright (c) 2026 Nuriana Br Siregar, Ernidalisma Ernidalisma, Sumirah Sumirah
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Interval: Indonesian Journal of Mathematical Education is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
