The Effect of Realistic Mathematics Education (RME) Learning based STEM Activity on Students' Mathematical Representation Abilities

Nadia Alfiana Rosyada Al Hasani; Dita Aldila Krisma; Aprilia Nurul Chasanah

doi:10.33541/edumatsains.v11i1.8382

Authors

Nadia Alfiana Rosyada Al Hasani Universitas Tidar
Dita Tidar University
Aprilia Tidar University

DOI:

https://doi.org/10.33541/edumatsains.v11i1.8382

Keywords:

RME learning, STEM activity, mathematical representation ability

Abstract

The low ability of students to transform mathematical problems into verbal, visual,
or symbolic representations approached that teacher centered learning and the lack
of linking the material to real contexts. This research investigates how Realistic
Mathematics Education (RME) integrated with STEM activities influences students'
ability to represent mathematical concepts. This research adopted a quantitative
approach with a quasi-experimental pretest-posttest control group design to evaluate
the effectiveness of the implemented learning approach. The sampling of participants
was carried out through cluster random sampling. The instrument employed for data
collection comprised interview guides, observation sheets, validation forms, and test
items designed to measure students' mathematical representation ability. Data
collection was carried out through observation, interviews, and mathematical
representation ability tests. Data were analyzed using normality tests, homogeneity
tests, independent sample t-tests, paired sample t-tests, N-gain scores, and Cohen d
effect size. The results follow that RME learning based on STEM activities in the
experimental group was better with a high N-gain score (0.73) compared to the
control class with a medium N-gain score (0.54). The Cohen's d effect size analysis
yielded a value of 1.43, falling into the "very large" category. These results confirm
that RME instruction combined with STEM activities successfully enhances students'
mathematical representation ability.

Author Biographies

Dita, Tidar University

Dita Aldila Krisma, M.Pd., is a lecturer in the Mathematics Education Department at Tidar University. She was my research supervisor.

Aprilia, Tidar University

Aprilia Nurul Chasanah, M.Pd., is a lecturer in the Mathematics Education Department at Tidar University. She was my second supervisor.

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