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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Penelitian Pendidikan IPA (JPPIPA) International Journal of Elementary Education Mosharafa: Jurnal Pendidikan Matematika Rangkiang Mathematics Journal Mathematics Education Journal
Yerizon
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Health Professions Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Integration of Everyday Life Science Context in RME-Based Social Arithmetic Learning Rangkuti, Muth Mainnah; Musdi, Edwin; Fauzan, Ahmad; Yerizon; Arnellis
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.14269

Abstract

This study develops and validates a Hypothetical Learning Trajectory (HLT) integrating everyday life science contexts within Realistic Mathematics Education (RME) framework for teaching social arithmetic to seventh-grade students. Through design research methodology involving three students with varying mathematical abilities, the research examined how contextually rich learning activities scaffold students' progression from informal to formal mathematical reasoning. Results demonstrated significant improvements in conceptual understanding across all ability levels, with most substantial gains observed among lower-ability students (143.8% improvement). Qualitative analysis revealed students' transformation from procedural memorization to conceptual reasoning, with contextual barriers rather than cognitive limitations identified as primary impediments to mathematical understanding. The HLT successfully facilitated students' development of meaningful connections between mathematical procedures and real-world applications, particularly in profit-loss scenarios and taxation calculations. These findings indicate that RME-based contextual integration creates effective pathways to conceptual mastery, offering inclusive learning opportunities that address persistent gaps between classroom mathematics and practical application. The research contributes to both theoretical understanding of mathematics learning trajectories and practical instructional design for meaningful mathematics education.
Co-Authors Ahmad Fauzan Ambiyar, Ambiyar Anny Sovia Armiati Arnellis Benti Yulius, Benti Desyandri Desyandri Devian, Lora Edwin Musdi Erni Suharti Fitri Eriyanti Fitria, Yanti I Made Arnawa Ida Ayu Putu Sri Widnyani Irwan Kelly Angelly Hevardani Khairi, Hanif Lusiana Muthia Rahmi, Muthia Nauli, Novia Nofitri, Fifi Novelita, Nevi Nurhizrah Gistituati Permana, Dony Pipin Sumarni Rangkuti, Muth Mainnah Rieke Alyusfitri Yarman Yulyanti Harisman