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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Mosharafa: Jurnal Pendidikan Matematika
Suyato Kusumaryono
Institut Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Effectiveness of Realistic Mathematics Education Assisted by Interactive Videos on Students’ Learning Outcomes and Motivation Lutfi Asyari; Yova Anugrah; Suyato Kusumaryono; Tina Sri Sumartini
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2709

Abstract

Salah satu pendekatan efektif untuk menjembatani konsep matematika abstrak dengan situasi kehidupan nyata adalah Realistic Mathematics Education (RME). Penelitian ini bertujuan mengkaji efektivitas model pembelajaran RME berbantuan video interaktif dalam meningkatkan motivasi dan hasil belajar matematika siswa kelas V salah satu SDN di Garut. Metode penelitian menggunakan pendekatan kuantitatif dengan Quasi Experimental dan Non-Equivalent Control Group Design. Subjek penelitian meliputi 60 siswa yang dibagi menjadi kelas eksperimen dan kelas kontrol. Data dikumpulkan melalui tes tulis. Analisis data dilakukan dengan statistika deskriptif dan uji t. Sebelum penerapan, motivasi belajar siswa di kelas eksperimen sebesar 54,9%, meningkat menjadi 81,1% setelah perlakuan. Rata-rata hasil belajar meningkat dari 69,73 menjadi 87,00 pada kelas eksperimen, sedangkan pada kelas kontrol hanya naik dari 69,67 menjadi 74,60. Hasil ini menunjukkan penerapan RME berbantuan video interaktif berpengaruh terhadap peningkatan motivasi dan hasil belajar siswa. Penelitian merekomendasikan pemanfaatan teknologi pembelajaran untuk menciptakan pembelajaran yang lebih menarik, interaktif, dan efektif. One effective approach to bridge abstract mathematical concepts with real-life situations is Realistic Mathematics Education (RME). This study aims to examine the effectiveness of the RME model assisted by interactive videos in improving the motivation and mathematics learning outcomes of fifth-grade students at one of SDN in Garut. The research employed a quantitative approach with a Quasi-Experimental design and a Non-Equivalent Control Group Design. The subjects consisted of 60 students, divided into an experimental class and a control class. Data were collected through written tests and analyzed statistically using descriptive statistics and Independent Sample T-Test. Prior to implementation, students’ learning motivation in the experimental class was 54.9%, which increased to 81.1% after the treatment. The average learning outcomes improved from 69.73 to 87.00 in the experimental class, while the control class increased only from 69.67 to 74.60. These results indicate that the implementation of RME assisted by interactive videos has a significant effect on enhancing students’ motivation and learning outcomes. The study recommends utilizing educational technology to create more engaging, interactive, and effective learning experiences.
Project-Based Learning Supported by Interactive Video and Student Creativity in Developing Critical Thinking in EFL Learning: An Integrative Literature Review Desya Candra Dewi; Suyato Kusumaryono; Iman Nasrulloh; Uman Suherman AS.
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

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Abstract

Critical thinking is a fundamental twenty-first century competence that English as a Foreign Language (EFL) learners need in order to comprehend texts, evaluate information, and construct logical arguments in the target language. However, empirical evidence suggests that critical thinking among young learners remains underdeveloped, particularly in language classrooms that are still teacher-centered and rely on conventional print media. This study aims to identify, synthesize, and critically examine research findings on the contribution of Project-Based Learning (PjBL), interactive video, and creativity to the development of critical thinking skills in EFL learning. An Integrative Literature Review (ILR) design was employed, guided by the PRISMA 2020 protocol for study identification, screening, eligibility assessment, and inclusion. Data were drawn from peer-reviewed articles indexed in Scopus, Web of Science, ERIC, ScienceDirect, and Google Scholar, published between 2015 and 2026, and analyzed thematically. The synthesis identified four major themes: (1) the contribution of PjBL to analytical, problem-solving, and evaluative thinking; (2) the role of interactive video in strengthening learner attention, motivation, and comprehension of linguistic input; (3) the reciprocal relationship between creativity and critical thinking; and (4) the synergy of PjBL, interactive video, and creativity in fostering meaningful, learner-centered language instruction. The findings indicate that integrating project-based tasks, multimedia-based instructional video, and creativity-oriented activities can function as an effective pedagogical strategy for strengthening critical thinking in EFL classrooms. These results offer theoretical grounding, informed by constructivist, multimedia learning, and creativity theories, as well as practical implications for English teachers, curriculum developers, and material designers seeking to design technology-enhanced language instruction that is responsive to twenty-first century skills demands.
Co-Authors Desya Candra Dewi Lutfi Asyari Nasrulloh, iman Tina Sri Sumartini, Tina Sri Uman Suherman AS. Yova Anugrah