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All Journal Al Ishlah Jurnal Pendidikan Journal on Mathematics Education Research
Sri Yulianti
Universitas Islam Ogan Komering Ilir Kayuagung
Education Languange, Linguistic, Communication & Media Mathematics Other

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THE EFFECTIVENESS OF REALISTIC MATHEMATICS EDUCATION (RME) APPROACH TOWARD STUDENTS’ MATHEMATICS LEARNING ACHIEVEMENT OF JUNIOR HIGH SCHOOL STUDENTS Sri Yulianti
Journal on Mathematics Education Research (J-MER) Vol 2, No 2 (2021)
Publisher : Departemen Pendidikan Matematika, FPMIPA, UPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/j-mer.v2i2.48609

Abstract

Abstract The research aims to determine the effectiveness of Realistic Mathematics Education (RME) Model Learning of mathematics learning achievement in grade VII in SMP ba'it Al-Quran Kayuagung school year 2019/2020. This study was conducted at the Al-Quran Ba'it Junior High school year 2019/2020. This type of research is the research of pseudo experiments (quasi experiment). The sampling techniques in this study used simple random sampling techniques, the research sample was Cairo's class VII as an experimental class and the VII class of Mecca as the control class. Test instruments using this type of essay test.  Data analysis techniques with prerequisite test and hypothesis testing. Test prerequisite in the form of normality and homogenization test while the hypothesis test using parametric statistical analysis is Independent Sample T Test at the equivalent of α-significance = 0.05. The results showed that there were different learning outcomes among students who used the Realistic Mathematics approach. This is in the event of test analysis of Independent Samples T Test The value of the post test obtained significance 0.000 0.05, then H0 rejected. This means that the Realistic Mathematics Education (RME) approach is effective to improve the students’ mathematics learning achievement at SMP Ba’it Al-Quran  Kayuagung.Keyword: Learning approach, RME, Learning achievement
Validation of CORE-Model-Based Geometry Teaching Materials Supported by Wingeom Software Sri Yulianti; Darhim Darhim; Bambang A.P Martadiputra; Jarnawi Afgani Dahlan
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7284

Abstract

This study aims to evaluate the content validity of geometry teaching materials designed for Grade VII junior high school students. These materials were developed using the Connecting, Organizing, Reflecting, and Extending (CORE) instructional model, supported by Wingeom software, to enhance students' conceptual understanding of geometry. To assess validity, expert validation was conducted using structured questionnaires. Six categories of experts participated: subject-matter experts, media experts, mathematicians, school mathematicians, language experts, and learning evaluation experts. Each category included five experts. The Content Validity Index (CVI) was employed to quantify the degree of agreement among experts regarding the relevance of the materials. The results showed high content validity across all expert groups. Specifically, the s-CVI values were 0.96 for media experts, 0.98 for subject-matter experts, 0.97 for mathematicians, 0.96 for school mathematicians, and similarly high scores for evaluation and language experts. These scores exceed the commonly accepted threshold for strong content validity (s-CVI ≥ 0.90). The high CVI values indicate that the geometry teaching materials are valid in terms of content, language, instructional design, and evaluation components. Consequently, the materials are appropriate for use in further research related to mathematics learning processes at the junior high school level.
Co-Authors Bambang A.P Martadiputra Darhim Darhim Jarnawi Afgani Dahlan