How Does Realistic Mathematics Education (RME) Improve Students’ Mathematics Cognitive Achievement?

Abstract

Some previous research has reported the effectiveness of RME in improving students' problem solving ability and cognitive achievement. This quasi experimental research, therefore, aimed to investigate the difference in students' mathematics cognitive achievement after implementing RME and conventional learning. The controlled treatment consisted of mathematics learning with RME equipped with snake and ladder board game and conventional learning. Instrument measuring students' cognitive achievement was developed by the researcher and validated by some experts prior to the research. The results of the t-test confirmed the difference in students' cognitive achievement both of the experimental and control group. The students who were taught with RME achieved better than the students who were involved in conventional learning. This research finding has suggested that it is important for teachers to empower students' intellectual ability through RME and games in order that meaningful and contextual learning can be generated. It is recommended that future research will explore the effect of RME on students' attitude, problem-solving ability, learning interest, or other variables related to mathematics learning.

The Effectiveness of Problem Based Learning and Aptitude Treatment Interaction in Improving Mathematical Creative Thinking Skills on Curriculum 2013

“…Judging from the differences in these steps, it can be seen that the ATI model at the grouping stage of students and the intensive treatment given to students has a high influence on improving students' mathematical creative thinking abilities (Syazali et al, 2019), since students can implement new ideas in a group and find various solutions from an issue. Besides there is room for an approach between the teacher and students by giving appropriate treatment to the aptitude of students as a result of learning mathematics in the classroom experiencing optimal improvement in results (Laurens et al 2017;Suastika, 2017;Sitorus & Masrayati 2016;Tohir et al 2018;Yew & Goh 2016;Lehmann, Goussios, & Seufert 2016;Pamungkas & Afriansyah 2017).…”

Pemanfaatan permainan tradisional untuk media pembelajaran: Congklak bilangan sebagai inovasi pembelajaran matematika sekolah dasar

“…Matematika masih menjadi mata pelajaran yang ditakuti oleh siswa sekolah dasar (SD) (Laurens, Batlolona, Batlolona, & Leasa, 2018), karena konsep-konsep matematika yang abstrak sehingga sulit dipahami oleh siswa SD. Padahal matematika sangat diperlukan dalam mempelajari ilmu-ilmu lainnya.…”

Stavovi učenika četvrtog razreda osnovne škole o učenju na časovima geometrije

“…У конструисању знања ученика у РМО приступу кључне улоге имају учитељ (Cobb, Zhao & Visnovska, 2008;Van den Heuvel-Panhuizen, 2000;Visnovska & Cortina, 2018) и уџбеници (Van den Heuvel-Panhuizen, 2000;Arsaythamby & Zubainur, 2014;Laurens et al, 2018). Посредничка улога учитеља и дидактички материјал за учитеље су кључни у реализацији наставних програма.…”

“…Иновативни уџбеник математике као модел који прати изабрани наставни приступ ученици су препознали као веома подстицајан за учење, јер својим концептом мотивише ученике и буди њихово интересовање за учењем путем поновног открића у математици. Претходна истраживања показују исто (Arsaythamby & Zubainur, 2014;Laurens et al, 2018).…”