Realistic Mathematics Education and Learning Interest as Simultaneous Predictors of Mathematics Achievement: Evidence from a Teacher-Perspective SEM-PLS Study
Abstract
Purpose of the study: Despite widespread recognition of Realistic Mathematics Education (RME) and student learning interest as critical factors in mathematics learning, their simultaneous contribution to performance, as perceived by classroom teachers, remains insufficiently examined. This study investigates the concurrent relationships between RME implementation quality and student learning interest with teacher-rated mathematics learning performance in elementary schools.
Methodology: A quantitative cross-sectional survey involved n = 55 purposively selected elementary school mathematics teachers. Using validated questionnaires with 5-point Likert scales, teachers rated RME practices, student interest, and mathematics performance across nine competency dimensions based on year-long classroom observations. Structural Equation Modeling–Partial Least Squares (SEM-PLS) with bootstrapping (5,000 resamples) was employed. The measurement model demonstrated robust psychometric properties (AVE > 0.70, CR > 0.93, HTMT < 0.90).
Main Findings: RME implementation significantly predicted teacher-rated performance (β = 0.468, p < 0.001, f² = 0.312, medium-to-large effect), as did student learning interest (β = 0.382, p < 0.001, f² = 0.198, medium effect). Both predictors jointly explained 58.4% of performance variance (R² = 0.584, Q² = 0.398), indicating substantial explanatory and predictive capacity.
Novelty/Originality of this study: This study uniquely integrates pedagogical and psychological predictors within a single SEM-PLS framework from the practitioner perspective, addressing a methodological gap in Indonesian elementary mathematics research that has predominantly relied on separate, small-scale analyses. Findings carry direct implications for teacher professional development and curriculum design, particularly in advancing RME adoption and interest-fostering strategies within Indonesia’s Merdeka Curriculum context.
References
OECD, “PISA 2022 Results (Volume I): The State of Learning and Equity in Education,” Paris, 2023. doi: 10.1787/53f23881-en.
R. C. I. Prahmana and S. Hadi, “The implementation of realistic mathematics education in indonesian elementary schools: From theoretical to practical,” in Journal of Physics: Conference Series, IOP Publishing, 2019, p. 12103. doi: 10.1088/1742-6596/1318/1/012103.
R. K. Sembiring, S. Hadi, and M. Dolk, “Reforming mathematics learning in Indonesian classrooms through RME,” in ZDM Mathematics Education, vol. 42, Springer, 2010, pp. 927–939. doi: 10.1007/s11858-010-0283-4.
D. H. Clements and J. Sarama, Learning and Teaching Early Math: The Learning Trajectories Approach, 3rd ed. Routledge, 2020. doi: 10.4324/9781315150994.
S. Revina and F. K. S. Leung, “How the same flowers grow in different soils: The implementation of realistic mathematics education in Utrecht and Jakarta classrooms,” Int. J. Educ. Res., vol. 106, pp. 101744, 2021, doi: 10.1016/j.ijer.2021.101744.
S. Satriani, K. Kristiawati, M. R. Usman, and W. Wahyuddin, “Needs analysis for developing interactive learning resources assisted by geogebra through the spada unismuh learning management system to improve students’ mathematical visualization skills,” Journal Evaluation in Education (JEE), vol. 6, no. 3, pp. 916-923, 2025, doi: 10.37251/jee.v6i3.1630.
N. Nurwijaya and S. Suparman, “The effect of realistic mathematics education approach on students’ mathematical representation ability,” Int. J. Instr., vol. 12, no. 1, pp. 1385–1398, 2019, doi: 10.29333/iji.2019.12189a.
U. Cahyaningsih and D. S. Nahdi, “The effect of realistic mathematics education on elementary students ’ critical thinking skills,” Purp. Publ., 2021, doi: 10.1088/1742-6596/1764/1/012127.
H. Freudenthal, Revisiting Mathematics Education: China Lectures. Dordrecht: Kluwer Academic Publishers, 1991.
A. Treffers, Three Dimensions: A Model of Goal and Theory Description in Mathematics Instruction-The Wiskobas Project. Dordrecht: D. Reidel, 1987.
M. van den Heuvel-Panhuizen and P. Drijvers, Realistic Mathematics Education, 2nd ed. Cham: Springer, 2020. doi: 10.1007/978-3-030-15789-0_170.
A. Wijaya, M. Van Den Heuvel-panhuizen, and D. Michiel, “Opportunity-to-learn context-based tasks provided by mathematics textbooks,” pp. 41–65, 2015, doi: 10.1007/s10649-015-9595-1.
T. Laurens, F. A. Batlolona, J. R. Batlolona, and M. Leasa, “How does realistic mathematics education (rme) improve students’ mathematics cognitive achievement?,” Eurasia J. Math. Sci. Technol. Educ., vol. 14, no. 2, pp. 569–578, 2017, doi: 10.12973/ejmste/76959.
N. Listiawati and S. S. Sabon, “Analysis of implementing realistic mathematics education principles to enhance mathematics competence of slow learner students,” vol. 14, no. 4, pp. 683–700, 2023, doi: 10.22342/jme.v14i4.pp683-700
J. Henseler, C. M. Ringle, and M. Sarstedt, “A new criterion for assessing discriminant validity in variance-based structural equation modeling,” J. Acad. Mark. Sci., vol. 43, no. 1, pp. 115–135, 2015, doi: 10.1007/s11747-014-0403-8.
M. Sarstedt, J. F. Hair, M. Pick, B. D. Liengaard, L. Radomir, and C. M. Ringle, “Progress in partial least squares structural equation modeling use in marketing research in the last decade,” WILEY, no. September 2021, pp. 1035–1064, 2022, doi: 10.1002/mar.21640.
C. Öksüz, M. T. Eser, and G. Genç, “The review of the effects of realistic mathematics education on students’ academic achievement in Turkey: A meta-analysis study,” Ijcer, vol. 9, no. 4, pp. 662–677, 2022, doi: 10.33200/ijcer.1053578
M. Tamur, D. Juandi, and A. M. G. Adem, “Realistic mathematics education in Indonesia and recommendations for future implementation: A meta-analysis study,” JTAM, vol. 4, no. 1, pp. 17–27, 2020, doi: 10.31764/jtam.v4i1.1786
S. Revina and F. K. S. Leung, “Issues involved in the adoption of realistic mathematics education in Indonesian culture,” Comp. A J. Comp. Int. Educ., vol. 51, no. 5, pp. 631–650, 2021, doi: 10.1080/03057925.2019.1650636.
R. M. Ryan and E. L. Deci, “Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions,” Contemp. Educ. Psychol., vol. 61, p. 101860, 2020, doi: 10.1016/j.cedpsych.2020.101860.
S. Schukajlow, K. Rakoczy, and R. Pekrun, “Emotions and motivation in mathematics education: Where we are today and where we need to go,” ZDM – Math. Educ., no. 2023, pp. 249–267, 2024, doi: 10.1007/s11858-022-01463-2.
J. S. Eccles and A. Wigfield, “From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation,” Contemp. Educ. Psychol., vol. 61, pp. 101859, 2020, doi: https://doi.org/10.1016/j.cedpsych.2020.101859.
E. Oppong-gyebi, Y. A. Dissou, W. A. Brantuo, V. Maanu, F. O. Boateng, and B. Adu-obeng, “Improving STEM mathematics achievement through self-efficacy, student perception, and mathematics connection: The mediating role of student interest,” vol. 7, no. 4, pp. 186–202, 2023, doi: 10.33902/JPR.202321085
K. A. Renninger and S. E. Hidi, “The power of interest for motivation and engagement,” in The Routledge Handbook of Motivation and Self-Regulated Learning, New York: Routledge, 2016, pp. 432–452.
S. Hidi and K. A. Renninger, “The four-phase model of interest development,” Educ. Psychol., vol. 41, no. 2, pp. 111–127, 2006, doi: 10.1207/s15326985ep4102_4.
G. Garon-Carrier et al., “Intrinsic motivation and achievement in mathematics in elementary school: A longitudinal investigation of their association,” Child Dev., vol. 87, no. 1, pp. 165–175, 2016, doi: 10.1111/cdev.12458.
U. Schiefele, A. Krapp, and A. Winteler, “Interest as a predictor of academic achievement: A meta-analysis of research,” Role Interes. Learn. Dev., pp. 183–212, 1992.
J. Guo, H. W. Marsh, P. D. Parker, A. J. S. Morin, and A. S. Yeung, “Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study,” Learn. Individ. Differ., vol. 37, pp. 161–168, 2015, doi: 10.1016/j.lindif.2015.01.008.
J. E. Kihwele, “Promoting students’ interest and achievement in mathematics through‘ king and queen of mathematics’ initiative,” 2022, doi: 10.1108/JRIT-12-2021-0083.
Y. Zhu and G. Kaiser, “Impacts of classroom teaching practices on students’ mathematics learning interest, mathematics self‑efficacy and mathematics test achievements: a secondary analysis of Shanghai data from the international video study Global Teaching InSights,” ZDM – Math. Educ., vol. 54, no. 3, pp. 581–593, 2022, doi: 10.1007/s11858-022-01343-9.
P. Zheng, Ya You, and Guozhong Luo, “Math interest on primary school students’ mathematics achievement: Self-control/resilience chain mediation,” J. Psychoeduc. Assess., vol. 43, no. 5, pp. 488–501, 2025, doi: 10.1177/07342829251326435.
T. T. H. Phan and L.-H. T. Dang, “Teacher professional development on STEM education: A systematic review,” Front. Educ., vol. 7, p. 1021517, 2022, doi: 10.3389/feduc.2022.1021517.
C. Ariati, V. Anzani, D. Juandi, and A. Hasanah, “Meta-analysis study: Effect of realistic mathematics education (rme) approach on student’s mathematical literacy skill,” AKSIOMA, vol. 11, no. 4, pp. 2953–2963, 2022, doi: 10.24127/ajpm.v11i4.6182
J. F. Hair, J. J. Risher, M. Sarstedt, and C. M. Ringle, “When to use and how to report the results of PLS-SEM,” Eur. Bus. Rev., vol. 31, no. 2, pp. 2–24, 2019, doi: 10.1108/EBR-11-2018-0203.
C. M. Ringle, S. Wende, and J.-M. Becker, “SmartPLS 4,” 2022.
World Economic Forum, “The Future of Jobs Report 2020,” Geneva, 2020.
N. Kania, Y. Kusumah, J. Dahlan, E. Nurlaelah, and Z. Arifin, “Research trends in higher-order thinking skills in the journal mathematics education in Indonesia: From design to data analysis,” Int. J. Math. Math., pp. 193–206, 2024, doi: 10.56855/ijmme.v2i3.1048.
J. F. Hair, G. T. M. Hult, C. M. Ringle, and M. Sarstedt, A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM), 3rd ed. Sage Publications, 2022.
S. Zamir, Z. Yang, H. Wenwu, and U. Sarwar, “Assessing the attitude and problem-based learning in mathematics through PLS-SEM modeling,” pp. 1–15, 2022, doi: 10.1371/journal.pone.0266363.
K. Gravemeijer and M. Doorman, “Context problems in realistic mathematics education: A calculus course as an example,” Educ. Stud. Math., vol. 39, no. 2, pp. 111–129, 1999, doi: 10.1023/A:1003799406835.
National Council of Teachers of Mathematics, “Principles and Standards for School Mathematics,” Reston, VA, 2000.
N. S. I. Gunarti, F. M. Firdaus, and Budiawan, “The influence of Indonesian realistic mathematics approach to improve concept understanding and critical thinking skills of fourth grade elementary school students,” vol. 7, no. 2, pp. 273–281, 2023, doi: 10.23887/ijee.v7i2.60530
W. Gunawan and S. Hadi, “The effect of a Realistic Mathematics Education (RME) approach and reasoning ability on students’ conceptual and procedural understanding,” vol. 14, no. 2, pp. 90–102, 2024, doi: 10.18844/cerj.v14i2.9318
M. Rusmiati, “Realistic mathematics education (rme) on student self-efficacy,” Journal Evaluation in Education (JEE), vol. 3, no. 3, pp. 97-101, 2022, doi: 10.37251/jee.v3i3.265.
S. K. Boadu and F. O. Boateng, “Enhancing students’ achievement in mathematics education in the 21 st century through technology integration, collaborative learning, and student motivation: The mediating role of student interest,” Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 11, 2024, doi: 10.29333/ejmste/15622
S. Prediger, D. Götze, L. Holzäpfel, B. Rösken-winter, and C. Selter, “Five principles for high-quality mathematics teaching: Combining normative, epistemological , empirical, and pragmatic perspectives for specifying the content of professional development,” Frontiers in Education, vol. 7, no. October, pp. 1–15, 2022, doi: 10.3389/feduc.2022.969212.
L. Huang, M. Doorman, and W. Van Joolingen, “Inquiry-Based Learning Practices in Lower-Secondary Mathematics Education Reported by Students from China and the Netherlands,” International Journal of Science and Mathematics Education, vol. 19, no. 7, pp. 1505–1521, 2021.
E. Edwar, R. I. I. Putri, Z. Zulkardi, and D. Darmawijoyo, “Developing a workshop model for high school mathematics teachers constructing HOTS questions through the Pendidikan Matematika Realistik Indonesia approach,” Journal on Mathematics Education, vol. 14, no. 4, pp. 603–626, 2023, doi: 10.22342/jme.v14i4.pp603-626
A. Akorede, A. Sondlo, and A. T. O, “Impact of interest and motivation on academic achievement of junior secondary school students in mathematics,” Journal of Mathematics Instruction, Social Research and Opinion, vol. 3, no. 3, pp. 275–284, 2024, doi: 10.58421/misro.v3i3.269.
A. Südkamp, J. Kaiser, and J. Möller, “Accuracy of teachers’ judgments of students’ academic achievement: A meta-analysis,” J. Educ. Psychol., vol. 104, no. 3, pp. 743–762, 2012, doi: 10.1037/a0027627.
Copyright (c) 2026 Fitri Kania, Asep Dikdik
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 Integrated Science Education Journal 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)
