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All Journal ANARGYA: Jurnal Ilmiah Pendidikan Matematika Mandalika Mathematics and Educations Journal
Afifah, Nadia Zahra
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Education Mathematics

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META ANALISIS PENGARUH MODEL PEMBELAJARAN REALISTIC MATHEMATICS EDUCATION (RME) UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA Safitri, Vivi Irvana; Caswita, Caswita; Rumite, Wayan; Afifah, Nadia Zahra
Mandalika Mathematics and Educations Journal Vol 6 No 2 (2024): Edisi Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v6i2.7021

Abstract

This research aims to re-analyze the effectiveness of the Realistic Mathematical Education (RME) model on students' learning outcomes. The study employs a meta-analysis method using qualitative descriptive analysis, reviewing articles from previously published research. A total of 20 national articles accessible online through Google Scholar, published between 2019 and 2024, were sampled. The search for articles was conducted using the Publish or Perish application with the keywords “Realistic Mathematical Education (RME)” and “Learning Outcomes.” This meta-analysis utilized 20 relevant articles from national journals regarding Realistic Mathematical Education (RME) and its impact on students' learning outcomes from 2019 to 2024.The results of the meta-analysis indicate that this model can improve students' learning outcomes, with a minimum increase of 0.07% and a maximum increase of 0.74%, resulting in an average percentage increase of 0.466%. The effect size calculated was 0.1523, categorized as having a moderate influence. Therefore, it can be concluded that the Realistic Mathematical Education (RME) model is highly effective in mathematics instruction for enhancing students' learning outcomes.
Korelasi Literasi AI terhadap Kemampuan Matematis Mahasiswa di Era Artificial Intelligence Sari, Dea Permita; Utami, Tiara Cika; Afifah, Nadia Zahra; Netriwati; Ayunisuri, Indah Resti
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Muria Kudus

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Abstract

This study aims to examine the level of Artificial Intelligence literacy among university students, analyze their mathematical problem-solving skills, and identify the relationship and contribution of Artificial Intelligence literacy to those skills. The research employed a quantitative approach with a correlational design to investigate the relationship between the variables studied. The participants consisted of 50 students from the Mathematics Education Study Program at Raden Intan State Islamic University of Lampung. Data were collected through an AI literacy questionnaire and a mathematical problem-solving test. The data were analyzed using normality and linearity tests, Pearson correlation analysis, and simple linear regression with SPSS. The results indicated that the data were normally distributed and met the assumption of linearity. Based on the correlation analysis, there was a significant and very strong relationship between AI literacy and mathematical problem-solving skills. This finding was reflected in the correlation coefficient of 0.858 with a significance value of 0.000. In addition, the regression analysis showed that Artificial Intelligence literacy contributed 73.7% to students’ mathematical problem-solving skills. These findings suggest that Artificial Intelligence literacy plays an important role in supporting students’ mathematical thinking abilities in the digital era
Co-Authors Ayunisuri, Indah Resti Caswita Caswita Netriwati Safitri, Vivi Irvana Sari, Dea Permita Utami, Tiara Cika Wayan Rumite