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All Journal IJORER : International Journal of Recent Educational Research
McCauley, Veronica
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Education Languange, Linguistic, Communication & Media Mathematics Other

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The Influence of the RME Learning Model on Mathematical Problem Solving and Communication Skills in Mathematics Learning in Students of SMP 1 Bangkinang City Hidayat, Adityawarman; Nurhaswinda , Nurhaswinda; Yusrina, Etika; McCauley, Veronica
IJORER : International Journal of Recent Educational Research Vol. 7 No. 3 (2026): May
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i3.1320

Abstract

Objective: This study aims to examine the effect of implementing the Realistic Mathematics Education (RME) learning model on students’ mathematical problem-solving skills and mathematical communication abilities at SMP Negeri 1 Bangkinang Kota. The study emphasizes how context-based learning grounded in real-life situations can enhance students’ conceptual understanding, higher-order thinking skills, and their ability to communicate mathematical ideas systematically and effectively. Research Method: This study employed a quasi-experimental design using a Pretest–Posttest Control Group Design. The research sample consisted of 40 eighth-grade students of SMP Negeri 1 Bangkinang Kota, divided into two groups: an experimental group (20 students) taught using the RME model and a control group (20 students) taught using conventional mathematics instruction. Data were collected through a mathematical problem-solving test and a rubric-based assessment of mathematical communication skills. Data analysis was conducted using descriptive statistics and inferential statistics, specifically an independent samples t-test, after fulfilling the assumptions of normality and homogeneity. Research Findings: The results indicate a significant difference between the experimental and control groups in terms of mathematical problem-solving skills and mathematical communication abilities. The posttest scores of students in the experimental group were significantly higher than those of the control group. These findings demonstrate that the implementation of the RME model is effective in improving students’ mathematical problem-solving and communication skills. Novelty: This study clarifies the novelty of RME by explaining the classroom mechanism that integrates contextual problem exploration, group discussion, and student presentations. Through these processes, students simultaneously develop mathematical communication and problem-solving skills within collaborative and reflective learning activities.
The Impact of Deep Learning-Based Chatbot Intervention on Students' Cognitive Load and Narrative Writing Literacy in Indonesian Language Learning at SD 030 Bagan Jaya Pebriana, Putri Hana; Aprinawati, Iis; McCauley, Veronica
IJORER : International Journal of Recent Educational Research Vol. 7 No. 3 (2026): May
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i3.1368

Abstract

Objective: This study aims to analyze the effect of a deep learning-based chatbot intervention on narrative writing literacy and cognitive load among elementary school students. Specifically, the study focuses on how the use of the chatbot can enhance student engagement in the writing process, support the development of critical thinking skills, and reduce affective and cognitive barriers during learning. Research Method: This study employed a quasi-experimental design with a Pretest–Posttest Control Group approach. The sample consisted of 40 fourth-grade students from SD 030 Bagan Jaya, divided into an experimental group receiving the chatbot intervention and a control group receiving conventional writing instruction. Data were collected through narrative writing literacy tests and a cognitive load assessment rubric. Data analysis was conducted using an independent t-test to determine the effect of the intervention on both research variables. Research Findings: The results indicated that the experimental group experienced a significant improvement in narrative writing literacy and a reduction in cognitive load compared to the control group. The posttest mean scores for writing literacy increased substantially, while the standard deviation decreased, indicating more consistent student performance. The chatbot functioned as a digital tutor providing adaptive scaffolding, real-time feedback, and guidance that facilitated idea generation, text structuring, and revision skills. This intervention also enhanced student motivation and engagement, creating a safe and interactive learning environment. Novelty: This study emphasizes that the use of deep learning-based chatbots is not only relevant for secondary education but also effective at the elementary level. The findings contribute new insights by demonstrating that integrating AI into narrative writing instruction can serve as an innovative pedagogical strategy that simultaneously supports literacy development, critical thinking skills, and student motivation.
Co-Authors Adityawarman Hidayat Iis Aprinawati, Iis Nurhaswinda , Nurhaswinda Putri Hana Pebriana Yusrina, Etika