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Pengaruh Pendekatan Realistic Mathematics Education Berbantuan Media Scratch untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis Siswa SD Violina Resty Lavayette; Siti Maryam Rohimah; Moh. Nurhadi
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6315

Mathematics teaching at the elementary education level still faces challenges in improving students’ understanding of mathematical concepts, mainly because learning practices tend to be teacher-centered and have not optimally utilized interactive media. This study aims to analyze differences in the improvement of students’ mathematical concept understanding and evaluate the effectiveness of the Realistic Mathematics Education approach supported by Scratch media on elementary school students’ mathematical concept understanding. This study used a quantitative approach with a quasi-experimental nonequivalent groups design involving an experimental class and a control class. Data were collected through tests and observation, then analyzed using the N-Gain test, normality test, homogeneity test, independent samples t-test, and effect size calculation. The results show that the experimental class obtained an average N-Gain of 0.53 or 53.56%, while the control class obtained an average N-Gain of 0.32 or 32.41%. The hypothesis test results showed a significance value below 0.001, with Cohen’s d effect size of 1.005, which falls into the large effect category. These findings indicate that the Realistic Mathematics Education approach assisted by Scratch media is effective in improving elementary school students’ mathematical concept understanding. This study contributes to the development of mathematics learning strategies based on context and interactive media and provides practical implications for elementary school teachers in designing mathematics learning that is more relevant, engaging, and meaningful.

PENGARUH OPEN-ENDED LEARNING BERBANTUAN AUGMENTED REALITY UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIK SD Septi Nurul Hasanah; Siti Maryam Rohimah; Moh. Nurhadi
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.12898

The low cognitive abilities and limited spatial visualization abilities of students in identifying and solving abstract non-routine word problems are the background of this research. These operational problems trigger the failure of elementary school children in designing systematic mathematical problem-solving strategies. The main focus of this scientific study is to detect the profound influence of the application of an open-ended learning pattern assisted by augmented reality technology in boosting the mathematical problem-solving abilities of elementary school students. This quantitative research path applies a quasi-experimental method with a nonequivalent control group design scheme. A total of 44 fifth-grade students in the elementary school environment were involved as observation subjects through a purposive sampling technique, then analyzed using the non-parametric Mann-Whitney U statistical test. Quantitative data from the final evaluation (posttest) empirically revealed a very clear disparity in performance, where the experimental group successfully achieved an average score of 73.33, while the control class only obtained a score of 61.30. The measurement of the effect size (effect size) of the correlation coefficient produced a score of 0.36, which indicates the strength of the effect is in the medium category (medium effect). The main conclusion confirms that the collaboration of an open learning approach with real-time virtual objects effectively stimulates independent critical thinking based on all Polya stage indicators. Education practitioners are recommended to utilize this interactive instrument as an alternative adaptive instructional strategy to ensure the comprehensive and sustainable success of the modern numeracy transformation agenda. ABSTRAK Rendahnya kecakapan kognitif serta keterbatasan kemampuan visualisasi spasial murid dalam mengidentifikasi dan memecahkan soal cerita non-rutin yang abstrak melatarbelakangi penelitian ini. Masalah operasional tersebut memicu adanya kegagalan anak usia dasar dalam merancang strategi penyelesaian matematika yang sistematis. Fokus utama kajian ilmiah ini adalah mendeteksi pengaruh mendalam dari penerapan pola open-ended learning berbantuan teknologi augmented reality dalam mendongkrak kemampuan pemecahan masalah matematik siswa sekolah dasar. Jalur riset kuantitatif ini menerapkan metode kuasi eksperimen berskema nonequivalent control group design. Sebanyak 44 murid kelas V di lingkungan sekolah dasar tersebut dilibatkan sebagai subjek amatan melalui teknik sampling purposive, lalu dianalisis menggunakan uji statistik non-parametrik Mann-Whitney U. Data kuantitatif hasil evaluasi akhir (posttest) secara empiris menyingkap disparitas performa yang sangat nyata, di mana kelompok eksperimen sukses meraih rerata nilai sebesar 73,33, sedangkan kelas kontrol hanya memperoleh angka 61,30. Pengukuran ukuran efek (effect size) koefisien korelasi menghasilkan skor sebesar 0,36, yang mengindikasikan kekuatan pengaruh berada pada kategori sedang (medium effect). Simpulan utama menegaskan bahwa kolaborasi pendekatan pembelajaran terbuka dengan objek virtual secara real-time efektif menstimulasi kemandirian berpikir kritis berdasarkan seluruh indikator tahapan Polya. Praktisi pendidikan direkomendasikan memanfaatkan instrumen interaktif ini sebagai alternatif strategi instruksional adaptif untuk menyukseskan agenda transformasi numerasi modern secara menyeluruh dan berkelanjutan.

Pengaruh Pendekatan Realistic Mathematics Education Berbantuan Media Scratch untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis Siswa SD Violina Resty Lavayette; Siti Maryam Rohimah; Moh. Nurhadi
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6315

Mathematics teaching at the elementary education level still faces challenges in improving students’ understanding of mathematical concepts, mainly because learning practices tend to be teacher-centered and have not optimally utilized interactive media. This study aims to analyze differences in the improvement of students’ mathematical concept understanding and evaluate the effectiveness of the Realistic Mathematics Education approach supported by Scratch media on elementary school students’ mathematical concept understanding. This study used a quantitative approach with a quasi-experimental nonequivalent groups design involving an experimental class and a control class. Data were collected through tests and observation, then analyzed using the N-Gain test, normality test, homogeneity test, independent samples t-test, and effect size calculation. The results show that the experimental class obtained an average N-Gain of 0.53 or 53.56%, while the control class obtained an average N-Gain of 0.32 or 32.41%. The hypothesis test results showed a significance value below 0.001, with Cohen’s d effect size of 1.005, which falls into the large effect category. These findings indicate that the Realistic Mathematics Education approach assisted by Scratch media is effective in improving elementary school students’ mathematical concept understanding. This study contributes to the development of mathematics learning strategies based on context and interactive media and provides practical implications for elementary school teachers in designing mathematics learning that is more relevant, engaging, and meaningful.

Enhancing mathematical literacy among prospective teachers: Effectiveness of an RME-based learning design Taufiqulloh Dahlan; Dadang Iskandar; Siti Maryam Rohimah; Moh. Nurhadi; Acep Roni Hamdani
Jurnal Elemen Vol 11 No 4 (2025): October
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i4.31971

Textbooks exert minimal influence on learning outcomes, underscoring the urgent need to develop high-quality, context-responsive teaching materials for prospective educators. This study designed, validated, and evaluated Realistic Mathematics Education (RME)-based instructional materials using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) framework. Participants included 60 prospective teachers from Pasundan University, randomly assigned to experimental (RME-based materials) and control (conventional textbook) groups. Data were collected through observations, questionnaires, and achievement tests, with ANOVA used for analysis. Expert validation scores were high: material experts (91.86%), learning model experts (92.58%), and peers (92.40%), confirming strong validity. Practicality was similarly high, with small-group and large-group student assessments scoring 92.40% and 92.03%, respectively. Post-intervention, the experimental group outperformed the control group significantly (mean scores: 91.8 vs. 69.5; Δ = 22.3), supported by robust statistical evidence: F(1,47) = 45.07, p < 0.001, η² = 0.49, Cohen’s d = 1.39—indicating a large effect size. Findings confirm the RME-based materials are valid, practical, and highly effective in improving prospective teachers’ learning outcomes. Broader implementation and adaptation to other mathematics topics are strongly recommended.

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