Interval: Indonesian Journal of Mathematical Education

Development of Realistic Mathematics Education Based Mathematics Learning Tools to Improve Problem Solving Skills

Putri Fadilah, Waratchaya Panomram — Thu, 18 Dec 2025 23:40:30 +0700

Purpose of the study: This study aims to develop mathematics learning tools based on the Realistic Mathematics Education approach for comparison material in Grade VII junior high school.

Methodology: The development process followed the 4-D model, consisting of the define, design, and develop stages. The research subjects were students of class VII-B at Al-Hidayah Junior High School Medan. To evaluate the quality of the developed learning tools, expert validation sheets were used to measure validity, while student response questionnaires were employed to assess practicality.

Main Findings: The findings indicate that all developed learning tools met the established validity criteria with very good classifications. The Learning Implementation Plan achieved an average score of 4.50 out of 5.00, while the Teaching Materials obtained an average score of 4.60. The Student Worksheets reached an average score of 4.52, and the Learning Media recorded an average score of 4.50, all categorized as very good. In addition, the Learning Outcome Tests achieved an average score of 4.53 out of 5.00, confirming their strong validity. The practicality of the learning tools was also highly supported by students, as reflected in the student response questionnaire, which yielded an average score of 4.88 out of 5.00 with very good criteria.

Novelty/Originality of this study: This research offers a new contribution by combining RME principles and adaptive learning tool design, to create relevant and contextual learning experiences to support students' critical thinking skills.

Picture Media as a Solution for Mathematics Learning: A Classroom Action Study on Fourth Grade Elementary School Students

Arlisa Tri Winarni, Kisyanto Kisyanto — Tue, 23 Dec 2025 11:40:19 +0700

Purpose of the study: The aim of this research is to improve mathematics learning outcomes by using image media for angle measurement material for fourth grade elementary school students.

Methodology: This classroom action research used observation sheets, essay-type achievement tests, lesson plans, and image-based learning media. The method used followed two cycles of Classroom Action Research (planning, action, observation, and reflection). Data were collected through student achievement tests and then analyzed descriptively using percentage calculations without special software.

Main Findings: The use of image-based learning media improved mathematics learning outcomes of fourth-grade students. Classical mastery increased from 25% in the pre-action stage to 50% in Cycle I, showing a 25% improvement. In Cycle II, classical mastery reached 83.3%, indicating a further increase of 33.3% and exceeding the minimum mastery criterion of 75%.

Novelty/Originality of this study: This study offers novelty by systematically applying image-based learning media within a classroom action research framework to improve elementary students’ understanding of angle measurement. It provides practical evidence of step-by-step improvement across cycles, enriching empirical knowledge on effective visual media integration in primary mathematics learning.

Understanding Elementary Students’ Mathematics Learning Difficulties: A Qualitative Analysis of Internal and External Factors

Ni’mah Mulyaning Tyas, Tyas Puji Rahayu, Sutrisno Sutrisno, Sri Muati — Wed, 24 Dec 2025 22:24:15 +0700

Purpose of the study: This study aims to describe the factors causing mathematical difficulties.

Methodology: This qualitative study involved 25 students who indicated they were having difficulty learning mathematics. Data collection techniques included observation, interviews, questionnaires, documentation, and field notes. Data analysis involved data reduction, data presentation, and drawing conclusions.

Main Findings: The types of learning difficulties experienced by students include difficulty understanding the concept of fractional comparison, difficulty calculating whole numbers, and difficulty solving word problems. Factors contributing to students' learning difficulties include internal and external factors. Internal factors include negative attitudes toward learning mathematics, low motivation to learn, suboptimal physical health, and sensory impairment. External factors include a lack of variety in teaching methods, suboptimal use of learning media, school infrastructure, and family environment.

Novelty/Originality of this study: Providing information about the causes of difficulties in learning mathematics that are often experienced by students, so that efforts can be made to reduce difficulties in learning mathematics.

From Problems to Progress: Improving Mathematics Learning Outcomes through Problem-Solving Instruction

Minh Tuấn Nguyễn, Bernard Alorgbey — Sat, 27 Dec 2025 16:08:26 +0700

Purpose of the study: The aim of this research is to improve students' learning outcomes in Mathematics by using the Problem Solving method.

Methodology: The research conducted used Classroom Action Research. Data were obtained from qualitative and quantitative data. Data collection techniques included observation, testing, documentation, and interviews. The data analysis method used both qualitative and quantitative data.

Main Findings: Based on the results of data analysis, it is known that, after using the Problem Solving method, student learning outcomes have increased. This can be seen from the results of the pre-test and post-test given to students, which always increased in each cycle. The increase in student learning outcomes in cycle 1 was 71.88% and in cycle II 87.10%. There was an increase in the completeness of student learning outcomes by 5.31%.

Novelty/Originality of this study: This study introduces a structured problem-solving instructional model implemented through classroom action research to regularly improve students' mathematics learning outcomes. Unlike previous studies, it integrates iterative reflection cycles with authentic classroom problems, providing practical evidence on how problem-solving instruction directly enhances students' engagement, conceptual understanding, and achievement.

Effectiveness of Realistic Mathematics Education in Improving Grade 7 Students’ Learning Outcomes in a Rural Zambian Secondary School

Allan Musonda, Leonard Mubila, Justina Mulenga — Sun, 28 Dec 2025 00:21:11 +0700

Purpose of the study: This study aims to examine the effectiveness of the Realistic Mathematics Education approach in improving mathematics learning outcomes of Grade 7 students in a rural Zambian secondary school.

Methodology: A quasi-experimental design with a one-group pretest–posttest model was employed. The participants consisted of 26 Grade 7 students selected from a rural public secondary school in Zambia. Data were collected through mathematics achievement tests, classroom observation sheets, and student response questionnaires. Descriptive statistical analysis was used to evaluate learning effectiveness based on learning outcomes, student activities, and student responses.

Main Findings: The results indicate that the implementation of Realistic Mathematics Education led to a significant improvement in students’ mathematics achievement, with most students achieving the minimum mastery criterion and demonstrating a high normalized gain score. In addition, students showed active participation during learning activities and expressed positive responses toward the Realistic Mathematics Education -based instruction.

Novelty/Originality of this study: These findings suggest that Realistic Mathematics Education is an effective instructional approach for enhancing mathematics learning in rural secondary school contexts in Zambia.

Enhancing Mathematics Learning Outcomes through Realistic Mathematics Education: Evidence from Classroom Implementation

Nuriana Br Siregar, Ernidalisma Ernidalisma, Sumirah Sumirah — Sun, 28 Dec 2025 00:00:00 +0700

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 t_count > t_table (t_count = 1.91; t_table = 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.

Exploring Mathematical Concepts in Rebana Art: An Ethnomathematical Approach for Junior High School Learning

Putri Ramadhani, Muhammad Subchi, Ana Mega Silviani — Mon, 29 Dec 2025 00:00:00 +0700

Purpose of the study: This study aims to identify ethnomathematical concepts in rebana art related to one-dimensional, two-dimensional, and three-dimensional geometry, arithmetic sequences, and integer operations. Furthermore, this study also seeks to test the potential of rebana art as a source of mathematics learning for junior high school students.

Methodology: The data obtained were qualitative, while the sources were obtained from observations, interviews, and documentation related to the Rebana Art. The instrument in this study was the researcher herself. The tools used were interview guidelines, observations, and documentation. Data validity techniques were carried out through triangulation through checking method triangulation, source triangulation, and time triangulation, with the data analyzed descriptively qualitatively.

Main Findings: The findings show that rebana art contains ethnomathematic concepts related to one-dimensional, two-dimensional, and three-dimensional geometry through measurement activities, including angles, circles, rectangles, cylinders, and cones. The concept of arithmetic sequences is identified in Qasidah rebana, while integer operations appear in Hadrah rebana performances. Furthermore, rebana art can be aligned with the curriculum as a source of mathematics learning for Grades VII, VIII, and IX.

Novelty/Originality of this study: This study offers a new contribution by systematically mapping specific mathematical topics across different types of tambourine arts and explicitly aligning them with lower secondary school curriculum levels. This study advances ethnomathematics research by showing how local musical traditions can be transformed into structured mathematical learning resources grounded in formal curriculum standards.