Interaction between RME-based blended learning and self-regulated learning in improving mathematical literacy

Abstract

Most prior studies on mathematical literacy (ML), self-regulated learning (SRL), and RME-based blended learning were carried out qualitatively. Therefore, it was necessary to test them with statistical inference. This study aimed to analyze the interaction between RME-based blended learning, conventional learning, and SRL in improving students' ML. The method used was quasi-experimental with a 2x2 factorial design. The population was students in grade 7 with a sample of 38 students (21 males and 17 females). RME-based blended learning was conducted in the experiment class, while conventional learning was in the control class. Self-regulated learning and mathematical literacy data were obtained from the questionnaire and test, respectively. Data were analyzed using the Adjusted Rank Transform Test with Two-Way ANOVA and Mann-Whitney U test. The result showed an interaction between RME-based blended learning, conventional learning, and SRL towards students' ML improvement. Students' ML improvement who received RME-based blended learning was higher than those who received conventional learning regarding the high level of SRL and vice versa at the low level. Furthermore, students' ML improvement with high SRL was slightly higher than those with low SRL after receiving RME-based blended learning and vice versa after getting conventional learning.

Students’ Mathematical Literacy with Realistic Mathematics Education (RME) Approach: Systematic Literature Review

“…This can be known based on the results of a meta-analysis by (Tamur et al, 2020). However, research related to the RME implementation approach with other learning models is still rarely carried out by researchers in Indonesia, such as those conducted by (Istiana et al, 2020;Maslihah et al, 2021;Saputra et al, 2021;Sari et al, 2022;Sutisna et al, 2018). Some of these studies show the results of using the RME approach to students' mathematical literacy.…”

“…The results of the analysis are shown in Figure 3. Based on the results of research that has been reviewed in recent years such as research by (Istiana et al, 2020;Sari et al, 2022;Sumirattana et al, 2017;Sutisna et al, 2018;Umbara & Nuraeni, 2019), The dominant sample size distribution used in RME learning research on mathematical literacy is a sample with a small scale or less than 30 students. This indicates that the RME approach is more effectively applied to small class sizes so that the goal of increasing mathematical literacy can be achieved properly.…”

“…However, most research is carried out on the island of Java, such as research conducted by (Fauzana et al, 2020;Saputra et al, 2021;Umbara & Nuraeni, 2019). While research outside Java and abroad has also been carried out by several researchers such as (Sari et al, 2022;Sumirattana et al, 2017;Wa Sudi, Jafar, Kadir, 2022). This can be a reference for other researchers to be able to maximize further research outside Java to maximize the effectiveness of the RME approach to increasing mathematical literacy.…”

“…The primary studies analyzed provide information that the RME approach in learning mathematics is quite effective and has an influence on improving mathematical literacy skills (Fauzana et al, 2020;Larasaty et al, 2018;Lestari, 2019;Prastika Istiqomah, Kamid, 2021;Purwanti, 2019;Saputra et al, 2021;Sari et al, 2022;Sumirattana et al, 2017;Sutisna et al, 2018;Suyitno et al, 2018;Umbara & Nuraeni, 2019;Wa Sudi, Jafar, Kadir, 2022). This research can be a reference for teachers in improving students' mathematical literacy skills by using the RME approach in the learning process.…”

Systematic Literature Review: Pembelajaran Matematika Berbasis E-Learning Untuk Meningkatkan Literasi Matematis Siswa Indonesia

“…Hasil Penelitian (Murni & Juandi, 2023;Nasution & Ramadhani, 2023;Nurhayati, 2022;Ritonga & Ramadhani, 2022;Septian & Maghfirah, 2021;Supianti et al, 2022) Terdapat peningkatan literasi matematis pada siswa yang menggunakan pembelajaran matematika berbasis e-learning (Angreanisita et al, 2021;Dewi & Widjajanti, 2022;Hutagaol & Sopia, 2020;Kiptiyah et al, 2021;Madyaratri et al, 2022;Salsabila & Maarif, 2022;Wardono & Mariani, 2020;Yaniawati et al, 2023) Penerapan e-learning dalam pembelajaran matematika efektif untuk meningkatkan literasi matematis siswa (Aritonang & Safitri, 2021;Kiptiyah et al, 2021;Rahayu et al, 2023;Sugianto et al, 2022;Wijaya et al, 2023) Pembelajaran matematika berbasis e-learning berpengaruh signifikan terhadap literasi matematis siswa (Atho'illah et al, 2022;Madyaratri et al, 2022;Rahayu et al, 2023;N. Sari et al, 2022;Sugianto et al, 2022;Wijaya et al, 2023) Rata-rata hasil literasi matematis pada kelompok eksperimen yang menggunakan elearning lebih tinggi daripada hasil literasi matematis kelompok kontrol Hasil penelitian Murni & Juandi (2023) menunjukkan bahwa terdapat peningkatan literasi matematis pada siswa yang diberi pembelajaran blended learning.…”