The effect of indonesian realistic mathematics education on students' mathematics learning outcomes
DOI:
https://doi.org/10.30606/absis.v9i2.4771Keywords:
Indonesian Realistic Mathematics Education, PMRI, Mathematics Learning Outcomes, Elementary School, Learning Approaches.Abstract
This study examined the effect of Indonesian Realistic Mathematics Education on sixth-grade students’ mathematics learning outcomes. A quantitative pre-experimental method with a one-group pretest--posttest design was employed. The participants were 30 sixth-grade students at State Elementary School 1 Kasugengan Kidul, selected through total sampling. Data were collected using pretest and posttest essay tests, observation sheets assessing affective and psychomotor learning activities, and documentation. The data were analyzed using the Shapiro--Wilk normality test, a paired-samples t-test, and normalized gain. The mean learning-outcome score increased from 34.00 on the pretest to 84.67 on the posttest. The paired-samples test indicated a statistically significant difference between the scores, t(29) = −42.497, p < .001. The mean normalized gain was 0.779, or 77.86%, which was categorized as high and effective. Affective-domain achievement increased from 26.67% before the intervention to 93.33% afterward, while psychomotor-domain achievement increased from 26.67% to 96.67%. These findings indicate that the approach was associated with substantial improvements in students’ mathematics learning outcomes and learning activities. However, because the study used a single-group design without a control group, the findings should be interpreted within the context of the participating class.
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