<![CDATA[The way that math is taught in schools has a tendency to be traditional. The purpose of this study is to assess the learning outcomes of 8th graders at Amahai Christian Middle School who get instruction in a realistic mathematics education model in a rural setting with those who receive instruction according to a traditional educational model. A pretest and a posttest were employed in this investigation. The test value is used to compare the starting skills of experimental and control group pupils. Using a difference test for pretest values and a statistical precondition test for normality and homogeneity. The data is normally distributed, as indicated by the results of the pretest normality test for the experimental class with sig = 0.116> = 0.05 and the control class with sig = 0.108> = 0.05. then carry out the homogeneity test that comes before. With values off sig 0.016> = 0.05, both classes exhibit homogeneous variants. It continued with a one-way ANOVA test after the second prerequisite test was passed, and it was determined that there was no difference between the two classes' starting abilities (sig = 0.117> = 0.05). The posttest was then examined using a normality test with sig = 0.138> = 0.05 for the experimental class and sig = 0.060> =0.05 for the control class, following the administration of the treatment for the experimental class and control class. The data had a regularly distributed distribution for the control class. The post-test homogeneity test should next be conducted. With sig = 0.522> = 0.05, it exhibits homogenous variance. A one-way ANOVA test with sig = 0.01 = 0.05 is conducted when the second prerequisite test is passed. Therefore, it may be inferred that kids who were taught with realistic mathematics education in a rural setting as opposed to conventional education showed significantly different learning outcomes.]]>
