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All Journal Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Ratna Wati Seri Jala
Universitas Negeri Yogyakarta, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Development of an RME-Based E-Module to Improve Junior High School Students’ Conceptual Understanding and Statistical Problem-Solving Skills Ratna Wati Seri Jala; Christina Ismaniati
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 2 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i2.1420

Abstract

Low mathematical conceptual understanding and problem-solving ability remain significant challenges in statistics learning at SMP Negeri 4 Waibakul. Teacher-centered instruction and the limited availability of contextual teaching materials and digital learning resources have reduced students’ engagement in the learning process. This study aimed to develop a Realistic Mathematics Education (RME)-based e-module that is feasible, practical, and effective in improving students’ conceptual understanding and mathematical problem-solving skills. The research employed a Research and Development (R&D) method using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The participants consisted of 39 seventh-grade students selected through purposive sampling. Data were collected through expert validation sheets, teacher and student response questionnaires, and learning outcome tests. The findings revealed that the developed e-module met the criteria of being highly feasible and highly practical. The effectiveness of the e-module was indicated by N-Gain scores of 0.77 for conceptual understanding and 0.80 for problem-solving ability, both categorized as high. In addition, there was a significant difference between the experimental and control groups. These findings demonstrate that the RME-based e-module effectively supports contextual mathematics learning, particularly in improving students’ conceptual understanding and problem-solving skills simultaneously.
Co-Authors Christina Ismaniati