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EFEKTIVITAS PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA

Introduction

Efektivitas pendekatan realistic mathematics education (rme) terhadap kemampuan pemecahan masalah matematika . Analisis efektivitas pendekatan Realistic Mathematics Education (RME) terhadap kemampuan pemecahan masalah matematika siswa kelas VIII SMP. Hasilnya, RME efektif tingkatkan kemampuan.

Abstract

The ability to solve mathematical problems as one of the important skills for students who is also the goal of learning mathematics in the 2013 curriculum. The importance of problem solving skills is the basis for research objectives toanalyze the effectiveness of the Realistic Mathematics Education (RME) approach to the mathematical problem solving abilities of eighth grade students of SMP Negeri 23 Bandar Lampung, with research problems in the form of low mathematical problem solving abilities of students. This study uses an experimental method with a population of all eighth grade students of SMP Negeri23 Bandar Lampung which consists of 9 classes with a total of 287 students, while the sample is taken 2 classes, namely as an experimental class that applies the RME approach and as a control class that applies the conventional approach. The sample was taken using the cluster random sampling technique. Measurement of research variables using a test in the form of an essay as many as 5 questions that have been tested for validity and reliability and declared as a good measuring tool. Hypothesis testing using parametric statistics in the form of t-test. The results of hypothesis testing show the value of t hit = 4.33 and at a significant level of 5% it is known that t daf = ????(1−????)= 1,67 means t hit > t daf so it can be concluded that the RME approach is effective in influencing students' mathematical problem solving abilities class VIII SMP Negeri 23 Bandar Lampung. This situation is alsoseen from the average value of students' mathematical problem solving abilities where the experimental class has a higher average value of 77 and the control class has an average value of 61.

Review

This paper presents a focused investigation into the effectiveness of the Realistic Mathematics Education (RME) approach in improving mathematical problem-solving abilities among eighth-grade students. Addressing a critical need identified in the 2013 curriculum, the study clearly articulates its objective to analyze RME's impact against a backdrop of low student problem-solving skills. The reported findings, indicating a significant positive effect of RME over conventional teaching methods with substantially higher average scores in the experimental group, suggest a valuable contribution to pedagogical strategies in mathematics education. The study's relevance to current educational goals makes its conclusions particularly pertinent for educators and curriculum developers. Methodologically, the study employs a sound experimental design, comparing an RME-taught experimental group with a conventionally taught control group. The use of cluster random sampling from a clearly defined population of 8th-grade students enhances the internal validity of the research, as does the careful validation and reliability testing of the essay-based assessment instrument. The application of parametric t-test for hypothesis testing is appropriate for the data type and research question. While the abstract effectively communicates the statistical outcome with `t_hit > t_daf`, providing the degrees of freedom for the critical t-value would offer complete transparency regarding the specific t-distribution used, though this is a minor detail that does not detract significantly from the clarity of the result. While the findings strongly support the efficacy of RME, the generalizability of these results might be limited given the study's focus on a single school in Bandar Lampung. Future research could explore the replicability of these findings across different geographical locations, school types, and socio-economic contexts to strengthen the external validity. Additionally, while the abstract indicates the RME approach was "applied," a brief description of the duration and specific components of the intervention would provide richer context. Further studies could also delve into the specific aspects of RME that contribute most to improved problem-solving or incorporate qualitative data to understand student and teacher perceptions, thus offering a more holistic view of the approach's impact.

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