Effectiveness of the RME Model Assisted by GeoGebra and IFP on Students' Mathematical Problem-Solving Ability
Abstract
This research examined how effective the Realistic Mathematics Education (RME) modelo was when supported by GeoGebra and an Interactive Flat Panel (IFP) in strengthening students' mathematical problem-solving ability on algebraic function limits. A quasi-experimental Nonequivalent Control Group Design was applied to 30 experimental-class students and 35 control-class students of SMA Negeri 1 Kampar Timur, selected by purposive sampling. An essay test of problem-solving ability served as the data collection instrument, and the data were examined through normality, homogeneity, t-test, Mann-Whitney U, and N-Gain analyses. Since some of the data departed from normality, the Mann-Whitney U test was used alongside the t-test. Both tests produced a significance value of 0.000 (< 0.05). The mean N-Gain reached 0.77 (high category) in the experimental group but only 0.06 (low category) in the control group, and classical mastery was 90.00% against 17.14%. These findings showed that RME supported by GeoGebra and IFP was effective in improving students' problem-solving ability on algebraic function limits.
Keywords
Full Text:
PDFReferences
Arsaythamby, V., & Zubainur, C. M. (2014). How a realistic mathematics educational approach affect students' activities in primary schools. Procedia - Social and Behavioral Sciences, 159, 309-313.
Betcher, C., & Lee, M. (2009). The interactive whiteboard revolution: Teaching with IWBs. ACER Press.
Cutrim Schmid, E. (2008). Using a voting system in conjunction with interactive whiteboard technology to enhance learning in the English language classroom. Computers & Education, 50(1), 338-356.
Freudenthal, H. (1991). Revisiting mathematics education: China lectures. Kluwer Academic Publishers.
Gravemeijer, K. (1994). Developing realistic mathematics education. Freudenthal Institute.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74.
Hohenwarter, M., & Fuchs, K. (2004). Combination of dynamic geometry, algebra and calculus in the software system GeoGebra. Computer Algebra Systems and Dynamic Geometry Systems in Mathematics Teaching Conference.
Hudojo, H. (2005). Pengembangan kurikulum dan pembelajaran matematika. Universitas Negeri Malang.
Lewin, C. (2010). Using interactive whiteboards in teaching and learning. Becta.
Mahmudi, A. (2010). Membelajarkan geometri dengan program GeoGebra. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika, Universitas Negeri Yogyakarta.
NCTM. (2000). Principles and standards for school mathematics. National Council of Teachers of Mathematics.
Polya, G. (1973). How to solve it: A new aspect of mathematical method (2nd ed.). Princeton University Press.
Sari, R., Ikhsan, M., & Saminan. (2017). Penerapan pendekatan RME untuk meningkatkan kemampuan pemecahan masalah matematis siswa SMA pada materi turunan fungsi. Jurnal Didaktik Matematika, 4(1), 21-30.
Shoimin, A. (2014). 68 model pembelajaran inovatif dalam kurikulum 2013. Ar-Ruzz Media.
Slameto. (2010). Belajar dan faktor-faktor yang mempengaruhinya. Rineka Cipta.
Stewart, J. (2016). Calculus: Early transcendentals (8th ed.). Cengage Learning.
Sugiyono. (2019). Metode penelitian pendidikan (kuantitatif, kualitatif, kombinasi, R&D, dan penelitian pendidikan). Alfabeta.
Sulistyaningsih, D., Waluya, S. B., & Kartono. (2012). Model pembelajaran matematika humanistik berbantuan GeoGebra untuk meningkatkan kemampuan pemecahan masalah. Unnes Journal of Mathematics Education Research, 1(2), 121-127.
Treffers, A. (1987). Three dimensions: A model of goal and theory description in mathematics instruction. Reidel Publishing Company.
Uno, H. B., & Mohamad, N. (2011). Belajar dengan pendekatan PAILKEM. Bumi Aksara.
Wijaya, A. (2012). Pendidikan matematika realistik: Suatu alternatif pendekatan pembelajaran matematika. Graha Ilmu.
Zulnaidi, H., & Zakaria, E. (2012). The effect of using GeoGebra on conceptual and procedural knowledge of high school mathematics students. Asian Social Science, 8(11), 102-106.
DOI: https://doi.org/10.55311/aioes.v7i2.446
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 Verawati - -, Tua Halomoan Harahap
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
AlAdzkiya International of Education and Social (AIoES) Journal
Universitas Muhammadiyah Sumatera Utara
Main Campus
Jl. Mukhtar Basri No 3 Medan Timur, Medan -Sumatera Utara
E-mail: aioesjournal@gmail.com, Website: Asrar Aspia