Makmur, Ernawati, Nirfayanti, Ita Suryaningsih

Model Pembelajaran Realistic Mathematics Education (RME) Melalui Aplikasi Cabri 3D terhadap Pemahaman Siswa Pada Materi Geometri Ruang

Introduction

Model pembelajaran realistic mathematics education (rme) melalui aplikasi cabri 3d terhadap pemahaman siswa pada materi geometri ruang. Tingkatkan pemahaman geometri ruang siswa. Studi ini membuktikan model Realistic Mathematics Education (RME) dengan Cabri 3D efektif dalam meningkatkan pemahaman konseptual siswa pada materi tersebut.

Abstract

This study was prompted by students' low conceptual understanding of solid geometry, especially in visualizing three-dimensional objects. The purpose of this research was to investigate the effect of the Realistic Mathematics Education (RME) model assisted by the Cabri 3D application on students’ conceptual understanding. A quantitative approach was employed with a quasi-experimental design of the non-equivalent control group type. The subjects were two eighth-grade classes, each consisting of 28 students, assigned to experimental and control groups. The research instrument consisted of Pretest and Posttest assessments. The results showed that the experimental group’s average Pretest score increased from 60.36 to 83.57, while the control group increased from 59.21 to 73.18. The gain score for the experimental group was 0.59 (medium category), higher than the control group’s 0.42 (medium category). Improvement in five conceptual indicators was also more significant in the experimental group. An independent sample t-test revealed a significant difference between the two groups with a p-value of 0.004 < 0.05. Therefore, the RME model supported by Cabri 3D is proven effective in improving students’ conceptual understanding in solid geometry

Review

This study presents a compelling case for integrating technology with established pedagogical models to address specific learning challenges in mathematics. The authors effectively highlight a pertinent issue: students' low conceptual understanding and visualization difficulties in solid geometry. The chosen approach, combining the Realistic Mathematics Education (RME) model with the Cabri 3D application, is innovative and logically sound, given RME's emphasis on contextual learning and Cabri 3D's capacity for dynamic visualization. The quantitative, quasi-experimental design, employing pre- and post-test assessments on a reasonably sized sample of 8th-grade students, is appropriate for investigating the intervention's effectiveness. The reported findings strongly support the hypothesis that the RME model supported by Cabri 3D significantly enhances students' conceptual understanding. The abstract clearly delineates the improvement in both the experimental and control groups, with a notable difference in gain scores, placing the experimental group in a higher medium category. Crucially, the improvement across five conceptual indicators and the statistically significant difference demonstrated by the independent sample t-test (p-value of 0.004) provide robust evidence for the intervention's efficacy. This clear presentation of results allows for a straightforward understanding of the study's primary contribution. Overall, this research offers valuable insights for mathematics educators and curriculum developers. It underscores the potential of technology to mitigate common learning hurdles, particularly in areas like solid geometry where abstract concepts benefit greatly from visual and interactive tools. While the "medium category" gain score suggests there is always room for further optimization, the study's conclusion regarding the effectiveness of the RME-Cabri 3D combination is well-supported by the presented data. Future research could explore the specific mechanisms through which Cabri 3D enhances RME principles, investigate long-term retention of understanding, or examine the applicability of this model to other complex mathematical topics.

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