Indonesian Realistic Mathematics Education: Alternative Mathematics Learning Approach to Improve Fifth Grade Numeracy Literacy Skills
DOI:
https://doi.org/10.23887/jlls.v7i1.68943Keywords:
Realistic Mathematics Education, Numeracy Literacy Skills, Elementary SchoolAbstract
According to the findings of observations, students’ literacy numeracy skills are still considered to be weak. The findings of the computer-based national assessment show that fewer than 50% of pupils have attained the required level of ability. This study aims to analyze the impact of Indonesian realistic mathematics education on numeracy literacy skills of fifth grade students. The type of research used in this study is a quasi-experimental design with a non-equivalent control group design. The population of this study were all fifth-grade elementary school students as many as 123 people consisting of 8 classes contained in 8 public elementary schools. The entire population is equalized with a one-way ANOVA test after giving a pretest. If the entire population is declared equal, the sampling technique used is cluster random sampling. The data collection method was collected using a 3 questions description test, then the data was analyzed using descriptive statistical analysis techniques and inverential statistical analysis techniques with the Polled Variance T-Test. The result found that the Indonesian realistic mathematics education learning approach affects the Numeracy Literacy Skills of Fifth Grade Students by 52.9%. The findings of this study provide a theoretical foundation for applying the PMRI approach to mathematics instruction in elementary schools, with a focus on students’ numeracy literacy skills.
References
Abosalem, Y. (2015). Assessment techniques and students’ higher-order thinking skills. ICSIT 2018 - 9th International Conference on Society and Information Technologies, Proceedings, 4(1), 61–66. https://doi.org/10.11648/j.ijsedu.20160401.11.
Afriansyah, E. A. (2022). Peran RME terhadap Miskonsepsi Siswa MTs pada Materi Bangun Datar Segi Empat. Mosharafa: Jurnal Pendidikan Matematika, 11(3), 359–368. https://doi.org/10.31980/mosharafa.v11i3.2102.
Amadea, K., & Ayuningtyas, M. D. (2020). Perbandingan Efektivitas Pembelajaran Sinkronus dan Asinkronus Pada Materi Program Linear. Primatika : Jurnal Pendidikan Matematika, 9(2), 111–120. https://doi.org/10.30872/primatika.v9i2.366.
Awofala, A. O. A., & Blessing, A. E. (2014). Assessing adult learner’s numeracy as related to gender and performance in arithmetic. Journal of New Approaches in Educational Research, 3(2), 83–92. https://doi.org/10.7821/naer.3.2.83-92.
Budi, S., Darmawan, H., & Saputro, M. (2020). Analysis of Mathematic Communication Ability to be Reviewed From Student Learning Creativity In Statistical Materials. Daya Matematis: Jurnal Inovasi Pendidikan Matematika, 8(1), 105. https://doi.org/10.26858/jds.v8i1.13325.
Cahyanovianty, A. D., & Wahidin. (2021). Analisis Kemampan Numerasi Peserta Didik Kelas VIII dalam Menyelesaikan Soal Asesmen Kompetensi Minimum. Jurnal Cendekia: Jurnal Pendidikan Matematika, 05(02), 1439–1448. https://doi.org/10.31004/cendekia.v5i2.651.
Callingham, R., & Watson, J. M. (2017). The development of statistical literacy at school. Statistics Education Research Journal, 16(1), 181–201. https://doi.org/10.52041/serj.v16i1.223.
Danoebroto, S. W. (2013). Meningkatkan Kemampuan Pemecahan Masalah Melalui Pendekatan Pmri Dan Pelatihan Metakognitif. Jurnal Penelitian Dan Evaluasi Pendidikan, 11(1), 73–87. https://doi.org/10.21831/pep.v11i1.1419.
Dewi, N. P. W. P., & Agustika, G. N. S. (2020). Efektivitas Pembelajaran Matematika Melalui Pendekatan PMRI Terhadap Kompetensi Pengetahuan Matematika. Jurnal Penelitian Dan Pengembangan Pendidikan, 4(2), 204. https://doi.org/10.23887/jppp.v4i2.26781.
Faot, M. M., & Amin, S. M. (2020). Pengaruh Pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) Terhadap Hasil Belajar Siswa. MATHEdunesa, 9(1), 55–60. https://doi.org/10.26740/mathedunesa.v9n1.p55-60.
Fiangga, S., M. Amin, S., Khabibah, S., Ekawati, R., & Rinda Prihartiwi, N. (2019). Penulisan Soal Literasi Numerasi bagi Guru SD di Kabupaten Ponorogo. Jurnal Anugerah, 1(1), 9–18. https://doi.org/10.31629/anugerah.v1i1.1631.
Gopalan, M., Rosinger, K., & Ahn, J. B. (2020). Use of quasi-experimental research designs in education research: Growth, promise, and challenges. Review of Research in Education, 44(1), 218–243. https://doi.org/10.3102/0091732X20903302.
Hidayat, A., & Irawan, I. (2017). Pengembangan Lks Berbasis Rme Dengan Pendekatan Problem Solving Untuk Memfasilitasi Kemampuan Pemecahan Masalah Matematis Siswa. Jurnal Cendekia : Jurnal Pendidikan Matematika, 1(2), 51–63. https://doi.org/10.31004/cendekia.v1i2.20.
Iswara, H. S., Ahmadi, F., & Ary, D. Da. (2022). Numeracy Literacy Skills of Elementary School Students through Ethnomathematics-Based Problem Solving. Interdisciplinary Social Studies, 2(2), 1604–1616. https://doi.org/10.55324/iss.v2i2.316.
Johar, R. (2014). Pembelajaran Matematika Realistik Secara Tematik Di Kelas I Sd. Jurnal Pendidikan Matematika, 1(2), 22–30. https://doi.org/10.22342/jpm.1.2.810.
Lubaale, Y. A. M., Nakabugo, G., & Nassereka, F. (2021). Learning outcome in literacy and numeracy in Uganda: Mining Uwezo assessment data to demonstrate the importance of maternal education. IASSIST Quarterly, 45(3–4), 1–15. https://doi.org/10.29173/iq1001.
Nelson, P. M., Klingbeil, D. A., & Parker, D. C. (2021). An evaluation of the incremental impact of math intervention on early literacy performance. Psychology in the Schools, 58(3), 431–442. https://doi.org/10.1002/pits.22455.
Novitasari, M., Nariomo, S., Fajri, D. N., & Raisia, A. (2022). Critical Thinking Skills Through Literacy and Numeration Oriented Mathematics Student Worksheet. Jurnal Basicedu, 6(4), 5775–5784. https://scholar.archive.org/work/pvk3h4ijgrdyxbbpx46qw2iude.
Perdana, R., & Suswandari, M. (2021). Literasi Numerasi Dalam Pembelajaran Tematik Siswa Kelas Atas Sekolah Dasar. Absis: Mathematics Education Journal, 3(1), 9. https://doi.org/10.32585/absis.v3i1.1385.
Prahmana, R. C. I., Sagita, L., Hidayat, W., & Utami, N. W. (2020). Two Decades of Realistic Mathematics Education Research in Indonesia: a Survey. Infinity Journal, 9(2), 223–246. https://doi.org/10.22460/infinity.v9i2.p223-246.
Pratiwi, R. I. M., & Wiarta, I. W. (2021). Pengembangan Multimedia Interaktif Berbasis Pendidikan Matematika Realistik Indonesia pada Pembelajaran Matematika Kelas II SD. Jurnal Edutech Undiksha, 9(1), 85–94. https://doi.org/10.23887/jeu.v9i1.32220.
Rahmad, E., & Wijaya, A. (2020). Keefektifan pembelajaran matematika realistik ditinjau dari kemampuan pemodelan matematika dan prestasi belajar. Pythagoras: Jurnal Pendidikan Matematika, 15(1), 100–110. https://doi.org/10.21831/pg.v15i1.34593.
Rakhmawati, Y., & Mustadi, A. (2022). The circumstances of literacy numeracy skill: Between notion and fact from elementary school students. Jurnal Prima Edukasia, 10(1), 9–18. https://doi.org/10.21831/jpe.v10i1.36427.
Retnowati, E., Fathoni, Y., & Chen, O. (2018). Mathematics Problem Solving Skill Acquisition: Learning by Problem Posing or by Problem Solving? Jurnal Cakrawala Pendidikan, 37(1), 1–10. https://doi.org/10.21831/cp.v37i1.18787.
Saefurohman, S., Maryanti, R., Azizah, N. N., Al Husaeni, D. F., Wulandary, V., & Irawan, A. R. (2021). Efforts to increasing numeracy literacy of Elementary School Students through Quiziz learning media. ASEAN Journal of Science and Engineering Education, 1(3), 11–18. https://doi.org/10.17509/ajsee.v3i1.38570.
Saleh, M., Charitas, R., Prahmana, I., & Isa, M. (2018). Improving the Reasoning Ability of Elementary School Student Through the Indonesian Realistic. Journal on Mathematics Education, 9(1), 41–54. https://doi.org/10.22342/jme.9.1.5049.41-54.
Schukajlow, S., Blomberg, J., Rellensmann, J., & Leopold, C. (2022). The role of strategy-based motivation in mathematical problem solving: The case of learner-generated drawings. Learning and Instruction, 80(October 2021), 101561.1-9. https://doi.org/10.1016/j.learninstruc.2021.101561.
Sukestiyarno, Y., Mashitoh, N. L. D., & Wardono, W. (2021). Analysis of Students’ Mathematical Creative Thinking Ability in Module-assisted Online Learning in terms of Self-efficacy. Jurnal Didaktik Matematika, 8(1), 106–118. https://doi.org/10.24815/jdm.v8i1.19898.
Sukriadi, S., Kartono, K., & Wiyanto, W. (2015). Analisis Hasil Penilaian Diagnostik Kemampuan Berpikir Kritis Matematis Siswa Dalam Pembelajaran Pmri Berdasarkan Tingkat Kecerdasan Emosional. Unnes Journal of Mathematics Education Research, 4(2), 139–145. https://journal.unnes.ac.id/sju/index.php/ujmer/article/view/9841.
Syaifuddin, M. (2022). Minimum Competency Assessment to Measure Mathematical Literacy of Junior High School Students. Journal of Education Research and Evaluation, 6(2), 316–326. https://doi.org/10.23887/jere.v6i2.46263.
Tampubolon, P. T. (2016). Penerapan Model Pembelajaran Matematika Realistik Indonesia Untuk Meningkatkan Aktivitas Dan Hasil Belajar Siswa Kelas IV SD. Jurnal Pendidikan Guru Sekolah Dasar, 1(1), 190–198. https://ejournal.upi.edu/index.php/jpgsd/article/view/9072.
Utami, R. W., & Wutsqa, D. U. (2017). Analisis kemampuan pemecahan masalah matematika dan self-efficacy siswa SMP negeri di Kabupaten Ciamis. Jurnal Riset Pendidikan Matematika, 4(2), 166. https://doi.org/10.21831/jrpm.v4i2.14897.
Wibowo, T. E., & Faizah, S. (2021). Pengembangan Soal Tes Untuk Mengukur Kemampuan Pemecahan Masalah Siswa Pada Materi Bentuk Aljabar. Alifmatika: Jurnal Pendidikan Dan Pembelajaran Matematika, 3(2), 145–158. https://doi.org/10.35316/alifmatika.2021.v3i2.145-158.
Yerizon, Y., Putra, A. A., & Subhan, M. (2018). Student Responses Toward Student Worksheets Based on Discovery Learning for Students with Intrapersonal and Interpersonal Intelligence. IOP Conference Series: Materials Science and Engineering, 335(1). https://doi.org/10.1088/1757-899X/335/1/012113.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 I Gusti Ayu Putu Wintari Ekayanti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Journal for Lesson and Learning Studies agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- 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, as well as earlier and greater citation of published work. (See The Effect of Open Access)
