Indonesian Journal of Education and Psychological Science (IJEPS)

Vol.¬¬¬¬, No. (months) 2021: ¬¬

The Effect Of RME Application On Mathematics Learning

Outcomes

Aida Fitri Harun Pakpahan1*, Nur Halimah Matondang2

Master of Mathematics Education, Medan State University
Corresponding Author: Aida Fitri Harun Pakpahan aiidafitri09@gmail.com

ARTIC L E I N F O ABS T RAC T

Keywords: Mathematics, Realistic Students' learning is categorized sufficiently low,
Mathematics Education (RME), owing to the lack of student participation in
Learning Outcomes
learning, so interesting learning methods are
Received : Date, Month required to increase student learning results. The
Revised : Date, Month purpose of the study is to analyze the results of
Accepted: Date, Month studying student Realistic Mathematics Education
(RME) after adopting the Realistic Mathematics
©2023 Pakpahan, Matondang
:Thisisanopenaccessarticledistributed Education (RME) approach and explaining the
underthetermsoftheCreativeCommo application of the Realistic Mathematics Education
nsAtribusi4.0Internasional. (RME) approach to improving the results of
studying student mathematics. The study USES
library studies as a method of collecting data. Data
sources in the study number 10 scientific articles
accessed from some sites about how a RME
approach might affect the results of studying
student mathematics. Based on a study of some of
the literature and the scientific articles already
accessed, the writer has concluded that the
advanced Realistic Mathematics Education (RME)
approach has a positive effect on student study
results. Advanced Realistic Mathematics
Education (RME) can be a teacher's consideration
to increase the study interest of learners so that
their learning competence is improving, especially
today.

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Indonesian Journal of Education and Psychological Science (IJEPS)
Vol.¬¬¬¬, No. (months) 2021: ¬¬

INTRODUCTION

Mathematics as the foundation for the development of modern

technology plays a vital role in the disciplines of human life and advances
man's mindset. To master future technology requires early mathematical
understanding. The statement coincides with specifying ri no. 41 2007 on the
process standard for basic and secondary education units mentioning that
learning processes on each of the interactive, inspiring, fun, challenge, and
motivate learners to actively participate, and provide opportunities as broad as
possible for initiatives, creativity, and self-reliance that are compatible with
talent, interest, And the level of physical and psychological development of
learners. Math subjects, therefore, are required to be taught all students from
elementary school to equip learners with logical, analytical, systematic, critical,
and creative thinking ability, as well as with the ability to work together.

Mathematics is part of mankind's knowledge of logical reasoning and

systematic, related problems. In the study of mathematics, students are
required to understand mathematical concepts in order to solve a problem or
solve a math problem. The skill of calculating in the matter and understanding
of mathematical concepts has a profound effect on students' learning.

According to mark (2018: 1), the result of learning is one of the

benchmarks of an educator's performance in the learning process arrangement.
Math learning is said to be a success when students are active in the learning
process. That success can be seen from the value of students' math lessons after
the process of learning teaching. The higher the value students obtain the
higher the rate of success a learning process.

Math learning is defined as the process of giving students learning

experiences through well-planned activities in order for students to gain
competence about the math materials learned. Many factors have caused a
student's difficulty in learning mathematics. One is a model and teaching
method that has not been consistent with the learning process. The teacher
gives only information and mathematical formulas and then gives the matter of
practice, thereby making the student feel bored and bored that impact on less-
optimal learning outcomes.

According to the above problem, the achievement of studying student

mathematics is not easy, for math is individual. Each student has a different
ability to understand active thinking and mathematical concepts. Even so, the
attainment of student mathematics still needs to be done for the students'
success. One of the efforts to address the problem is that teachers are required
professionals in planning and carrying out learning.

Therefore, teachers must be able to devise mathematical learning by

methods, approaches and teaching techniques that can make students active,

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June, Vol. …. No…., 2021: 1-18

innovative in learning and as subjects of learning rather than learning objects.

In a good approach, teachers should prepare learning activities that can enable
students to actively invent mathematical ideas or concepts so that a lively,
attractive atmosphere of study can excite the interest and activity of students in
studying mathematics so that students' study results can increase.

One approach that can improve students' study results is the approach to
advanced Realistic Mathematics Education (RME). Freudenthal states that
mathematics is "human activity" and from this idea the RME was developed.
RME unifies views on what mathematics is, how students learn mathematics,
and how mathematics must be taught. In math education, according to
freudenthal students are not just passive recipients of ready food math
materials, but students need to be given a chance to re-invent math through a
pratic of their own experience. A major pinsip of RME is that students must
actively participate in the learning process. Students must be given
opportunities to build their own knowledge and understanding.

Based on the above exposure, the authors are interested in conducting a

study entitled "a literature study on the rme approach to mathematical results."
The study aims to know the results of studying student mathematics after
applying the rme approach.

METHODOLOGY
Research methods used in this study are research for literature studies,
where data retrieval systems in this study are based on books or journals
analyzed on the basis of problems. Zed (2014:3) a library or literature study is
an activity regarding library data collection methods, reading and recording
and processing of research material. The source of this study is some
documents - the fibers of previous research journals that are relevant to the
study. The study analyzes references sourced from journals and books and links
them with phenomena. According to nazir (2014:27) a study of literature is a
data-gathering technique by conducting a study of books, literacy, records and
reports that relate to the problem solved. Based on the research that Realistic
Mathematics Education (RME) approaches affect the mathematical result, this
type of study is a literature study study with studying 10 of the journal on how
rme approaches apply to students' study. The scientific criteria for the
information articles are the scientific articles that have been published in a
minimum 7-year journal from tofu, 2017 to 2023. Results from the various
literature eggs will be used to identify if there is an effect of applying rme
approaches to students' study results.

RESULTS
Realistic Mathematics Education (RME) is released by Hans freudenthal,
a mathematics researcher from the Netherlands. Freudenthal tries new
breakthroughs, making abstract mathematics into abstract matter so that it can
be easily understood. This approach is applied to developing students' activities

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in studying mathematics. Students are directed to be able to utilize various
situations and conditions in order to find mathematical concepts in their own
way.

The view of constructivism constructs the students' own knowledge into

the building of a better knowledge than the knowledge given in the form the
educators were already completing. Thus, through Realistic Mathematics
Education (RME) students will learn in a meaningful way, so students will
better understand what they are learning rather than merely knowledge. (arief
aulia rahman, 2018).

The following are the results of a number of articles dealing with the effects of
Realistic Mathematics Education (RME) approach has to deal with the results
of mathematics study.

Table 1. Data Reduction Results

No. Author Name Article Title Research Results

1. Luh Catrining The influence of the The average mathematics

and I Wayan Realistic Mathematics learning outcomes of
Widana Education (RME) students who follow the
learning approach on the Realistic Mathematics
interest and learning approach of 80.35 are higher
outcomes of than the average
mathematics mathematics learning
outcomes of students who
follow conventional learning
of 75.78
2. Febiyanti R. The influence of the Students who are taught with
Hasan, Sarson Realistic Mathematic the RME approach, the
W. Dj Education (RME) mathematics learning
Pomalato, and approach on the learning outcomes of students who
Hamzah B. process of mathematics in have higher intrinsic learning
Uno terms of learning motivation and there is an
motivation influence of interaction
between the RME learning
approach and student learning
motivation on mathematics
learning outcomes.
3. Siti Khofifah, Improving Junior High By using the RME approach,
Wahyu School Mathematics student learning outcomes
Setiawan, learning outcomes have increased as indicated by
Gida through the Realistic the increase in student
Kadarisma Mathematics Education learning success, which
(RME) approach. obtained an average score of
38.80 with a percentage of
6.6% and increased to 89.40
with a percentage value of
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100%.
4. Heni The Effectiveness of The average learning
Noviyanti, Realistic Mathematics outcomes before and after
Nurhayadi &; Education (RME) using the Realistic
I Nyoman Learning on Mathematics Mathematics Education
Murdiana Learning Outcomes Approach (PMR) increased
(Experimental Study on significantly. The posttest
Trigonometric score of the control class was
Comparison of Special 43.67, while the experimental
Angles in class X MIA 1 class was 79.07.
SMAN 3 PALU.
5. Dea Mutia, The Effect of the Realistic There was a significant
Indra Jaya, Mathematics Education improvement between
Nirvana Anas. (RME) Learning Model learning outcomes before and
on Student Learning after using the Realistic
Outcomes Mathematics Education (RME)
approach. The average pre-test
result in the treatment class
was 58.29, while the average
post-test result in the
treatment class was 87.14.
6. Muncarno, The Effect of the RME The influence of the Realistic
and Nelly Approach on Mathematics Education (RME)
Astuti Mathematics Learning approach on student learning
Outcomes outcomes. The effect can be
seen from the difference in
learning outcomes between
the experimental class and the
control class. The average
posttest score of the
experimental class was 62.31
while the control class was
52.22.
7. Norliyana Realistic Mathematics The RME approach to
Education (RME) improving students'
Approach to Improve mathematical reasoning skills
Mathematical Reasoning is successful. Because the
of Class VII Students of percentage of the average
Smp Negeri 1 Kertak score of the observation of
Hanyar on Fractional teacher and student activities
Material is at the minimum good
criteria and the percentage of
students who achieve good
and very good mathematical
reasoning criteria reaches
more than or equal to 60% of
the number of students who
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 take the test

8. Fausiah The effectiveness of The application of quantum

Syafruddin, applying the quantum learning models with the RME
and Jeranah learning model with a approach obtained an average
realistic mathematics of 89.65% and 10.35% of
education (RME) student responses did not like
approach to student the application of quantum
learning outcomes learning models with the RME
approach. This shows that
students' responses to the
learning process are in the
positive category

9. Rahma Ika The Effect of a Scientific The Realistic Mathematics

Victoria Approach Based on Education approach has a
ReaListic Mathematics better influence than
Education (RME) on conventional learning on the
Student Learning mathematics learning
Outcomes outcomes of SMP Negeri 2
Sumbergempol students On
the material of linear
equations and inequalities of
one variable based on Cohen's
formula, 86% is classified as
high interpretation

10. Imam The Effect of Using the The influence of the Realistics
Pakhrurrozi Realistic Mathematics Mathematics Education (RME)
Education (RME) learning model learning model
Learning Model on in improving student learning
Student Learning in mathematics subjects on
Outcomes on the subject Pythagorean theorem material
of the phytagoras in class VIII MTS NW SIKUR
theorem in Madrasah learning year 2020/2021. With
Tsanawiyah the average score of student
achievement after the
application of the RME model
is higher than the average
score in the control class. The
average score in the control
class was 72.26 and in the
experimental class the average
score of students was 79.28.

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 Indonesian Journal of Education and Psychological Science (IJEPS)
June, Vol. …. No…., 2021: 1-18

CONCLUSIONS AND RECOMMENDATIONS

Based on studies of a number of literature and scientific articles
accessible from 10 the journal of science, the author has concluded that the
application of Realistic Mathematics Education (RME) approaches to studying
students has a positive effect. The application of the rme approach can be a
consideration to teachers to increase the motivations of learners' learning so as
to increase their learning results, especially in the present era.

REFERENCES

Catrining, Luh &; I Wayan Widana. 2018. The Effect of Realistic Mathematics
Education (RME) Learning Approach on Mathematics Learning Interests
and Outcomes. Department / Study Program of Mathematics
Education. Volume VII No.
Hasan, et al. 2020. The Effect of the Realistic Mathematic Education (RME)
Approach on Mathematics Learning Outcomes in terms of Learning
Motivation. JAMBURA JOURNAL OF MATHEMATICS EDUCATION
Jambura J. Math. Edu. Vol. 1, No. 1, pp. 13-20
Khofipah, S., Setiawan., &; kadarisma, G. 2023. Improving Junior High School
Mathematics Learning Outcomes through the Realistic Mathematics
Education Approach. JPMI – Journal of Innovative Mathematics
Learning, 6(1), 393-400.
Moh. Nazarite. 2014. Research Methods. Bogor: Ghalia Indonesia
Muncarno, Astuti Nelly. 2018. The Effect of the RME Approach on Mathematics
Learning Outcomes. Journal of Mathematics Education FKIP Univ.
Muhammadiyah Metro, Vol. 7, No. 1
Mutia, Dea., Jaya, Indra., &; Anas, N. 2021. The effect of the Realistic
mathematics Education (RME) Learning Model on Student Learning
outcomes. Journal Homepage
:https://yana.web.id/index.php/relevan. Volume 1 Number 2.
Novianti, Heni., Nurhayadi., &; Murdiana, Nyoman, I. 2019. The Effectiveness
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