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Comparing Realistic Mathematics Education and Cyclical Learning: Effects on Mathematical Communication and Reasoning Skills Anim, Anim; Sapta, Andy
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.v14i1.2205

Abstract

Penelitian kuasi-eksperimen ini bertujuan menguji perbedaan efektivitas model Realistic Mathematics Education (RME) dan Pembelajaran Bersiklus dalam meningkatkan kemampuan komunikasi dan penalaran matematis siswa. Melibatkan dua kelas eksperimen di SMP N 2 Kisaran (kelas VIII-4 dan VIII-5) yang dipilih melalui cluster random sampling, penelitian mengumpulkan data melalui instrumen tes yang kemudian dianalisis menggunakan ANOVA. Hasil penelitian menunjukkan bahwa kelompok RME mencapai performa yang secara signifikan lebih tinggi dalam kedua kemampuan dibandingkan kelompok Pembelajaran Bersiklus, dengan selisih 9,5% pada komunikasi matematis (F=4.627, p=0.03) dan 9,0% pada penalaran matematis (F=15.31, p=0.00). Temuan kunci mengungkap bahwa sementara kemampuan awal matematis tidak berinteraksi dengan model pembelajaran dalam memengaruhi komunikasi, interaksi signifikan terdeteksi pada kemampuan penalaran matematis (F=16.54, p=0.00). Kesimpulannya, model RME terbukti lebih unggul dalam mengembangkan kedua kemampuan matematis tersebut, menegaskan pentingnya pemilihan model pembelajaran yang sesuai untuk mencapai hasil belajar yang optimal. This quasi-experimental study aims to examine the difference in effectiveness between the Realistic Mathematics Education (RME) model and Cyclical Learning in improving students' mathematical communication and reasoning skills. Involving two experimental classes at SMP N 2 Kisaran (classes VIII-4 and VIII-5) selected through cluster random sampling, the study collected data through test instruments, which were then analyzed using ANOVA. The results showed that the RME group achieved significantly higher performance in both abilities compared to the Cyclical Learning group, with a difference of 9.5% in mathematical communication (F=4.627, p=0.03) and 9.0% in mathematical reasoning (F=15.31, p=0.00). Key findings revealed that while initial mathematical ability did not interact with the learning model in influencing communication, a significant interaction was detected in mathematical reasoning ability (F=16.54, p=0.00). In conclusion, the RME model proved to be superior in developing both mathematical abilities, emphasizing the importance of selecting an appropriate learning model to achieve optimal learning outcomes.
Co-Authors Amelia Putri Aritonang, Erika Aryni, Yen Dian Armanto E Elvis Napitupulu E. Elvis Napitupulu Elfira Rahmadani Ely Syafitri Ely Syafitri Ely Syafitri, Ely Hasibuan, Syarinah Junianti Hasni Suciawati Helmira, Tiara Iona, Bella Norma Ismail Hanif Batubara Khairun Nisa Kinanti, Rizky Fajar KMS. Muhammad Amin Fauzi Manulang, Muhammad Tuah Anggana Napitupulu, E.Elvis Nilam Sari Nilam Sari Pardosi, Marlina Friska Nova permatasari, Putri lidiana Putri Lidiana Permata Sari Rahmadani, Elfira RAKIYAH, SITI Sahat Saragih Sahat Saragih Sapta, Andy Setiawati Setiawati Silvia, Siska Silvia Sipakkar, Tari Rodearna Br sirait, Syahriani siti nurlinda Sitorus, Marudut SRI RAHAYU Sultan AR, Muh. Ikhsan Syahriani Sirait Tobing, Ernita Br Lumban Wati, Herni Wati Julianingsih Yogo Dwi Prasetyo Yusuf, Marwah