How Does Realistic Mathematics Education (RME) Improve Students’ Mathematics Cognitive Achievement?

By Theresia Laurens, Florence Adolfina Batlolona, J. R. Batlolona, Marleny Leasa. 2017

355 citations recorded by the source corpus.

Some previous research has reported the effectiveness of RME in improving students’ problem solving ability and cognitive achievement. This quasi experimental research, therefore, aimed to investigate the difference in students’ mathematics cognitive achievement after implementing RME and conventional learning. The controlled treatment consisted of mathematics learning with RME equipped with snake and ladder board game and conventional learning. Developed instrument measuring students’ cognitive achievement was validated by some experts prior to the research. The results of the t-test confirmed the difference in students’ cognitive achievement both of the experimental and control group. The students who were taught with RME achieved better than the students who were involved in conventional learning. This research finding has suggested that it is important for teachers to empower students’ intellectual ability through RME and games in order that meaningful and contextual learning can be generated. It is recommended that future research will further explore the effectiveness of RME on students’ cognitive achievement.

Subfields: Applied Mathematics, Cognitive Neuroscience, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/39760f9b2156d1b11505e3d97e97cb6f9811c716

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Citations in the corpus

The Effectiveness of Problem Based Learning and Aptitude Treatment Interaction in Improving Mathematical Creative Thinking Skills on Curriculum 2013 (2020, background): “…influence on students' mathematical creative thinking abilities (Andiyana, Maya, & Hidayat 2018b; Ulfa & Asriana, 2017; Happy & Widjajanti 2014; Sariningsih & Kadarisma 2016; UsmanMulbar 2015; Choridah 2013; Schettino 2016; Laurens et al. 2017; Suastika, 2017; Hidayat et al. 2019; Yew & Goh 2016).”
The Effectiveness of Learning Models on Written Mathematical Communication Skills Viewed from Students' Cognitive Styles (2020, background): “(2017) and Laurens et al. (2018). They prove that through this approach, students have better abilities in understanding conceptual mathematics than through the DI model.”