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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jumper : Journal of Educational Multidisciplinary Research
Rohantizani
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Computer Science & IT Education Environmental Science Library & Information Science Mathematics Other

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Pengaruh Pendekatan Realistic Mathematics Education Terhadap Peningkatan Kemampuan Koneksi Matematis Siswa SMP Rohantizani; Nuraina
Jumper: Journal of Educational Multidisciplinary Research Vol 3 No 2 (2024): Jumper: Journal of Educational Multidisciplinary Research
Publisher : LSM Catimore dan Sahabat Jl. Paya Ilang/Pertamina Desa Lemah Burbana, Takengon, Aceh Tengah 24552

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56921/jumper.v3i2.201

Abstract

This research aims to determine the effect of implementing the RME approach on students' mathematical connection abilities. The type of research used is quantitative research with pre-experimental designs (Nondesigns) research. The population in this study were class IX students of SMP IT Ummul Qura Panton Labu, North Aceh with a sample of 20 students in class IX. The data collection technique used in this research is a mathematical connection ability test divided into pretest and posttest. The analysis techniques used include normality tests, homogeneity tests, hypothesis testing using the t test, and correlation tests. Data were analyzed using SPSS version 24. The results concluded that there was an influence of applying the RME approach to students' mathematical connection abilities. This is also supported by descriptive data which shows the average posttest score is higher than the average pretest score. Furthermore, the results of the correlation test analysis show a significance value of 0.001 < 0.05 which states that there is a correlation and the Pearson correlations value = 0.664 which is included in the strong category and the direction of the relationship is positive.
INTEGRASI CODING DAN REALISTIC MATHEMATICS EDUCATION BERBASIS BUDAYA ACEH UNTUK MENUMBUHKAN KREATIVITAS MATEMATIS SISWA SD Rahmi Hayati; Rohantizani; Nuraina; Asrul Karim; Fachrurazi; Marzuki
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35244

Abstract

This study aims to describe the integration of coding and Acehnese culture-based Realistic Mathematics Education (RME) in elementary school mathematics learning, analyze the learning process that supports the development of students' mathematical creativity, and identify local cultural values ​​that can be adapted in technology-based and realistic learning designs. This study uses a descriptive qualitative approach with an exploratory study design. The research subjects included teachers and students in grades IV–V at an elementary school in Bireuen Regency, Aceh. Data were obtained through observation, interviews, and documentation, then analyzed interactively through the stages of data reduction, data presentation, and drawing conclusions. The results show that the integration of coding and Acehnese culture-based RME can create meaningful, creative, and contextual mathematics learning. The application of local cultural contexts such as Acehnese rumoh motifs and Acehnese cultural values ​​helps students understand mathematical concepts concretely and closely related to their lives. Meanwhile, the application of coding through platforms such as Scratch and Blockly fosters logical and systematic thinking skills and increases creativity in problem-solving. Collaborative and reflective learning reinforces the values ​​of meuseuraya (cooperation) and tameh (politeness), so that students develop not only cognitively but also socially and emotionally. This study concludes that the synergy between local culture, digital technology, and a realistic approach is an effective strategy for realizing meaningful 21st-century mathematics learning rooted in cultural identity. This model can be used as a reference for teachers, schools, and researchers to develop learning innovations based on local wisdom in the digital era.
Efektivitas Model RME-Budaya Aceh Berbantuan Artificial Intelligence dalam Konteks Pascabencana di Sekolah Dasar Rahmi Hayati; Zulfikri; Husnidar; Rohantizani; Yessi Kartika
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.44206

Abstract

This study aims to examine the effectiveness of the Realistic Mathematics Education model based on Acehnese culture assisted by Artificial Intelligence in improving elementary school students’ numeracy literacy in a post-disaster context. This research is motivated by the low level of students’ numeracy literacy and the suboptimal implementation of contextual learning and technology utilization in mathematics instruction. In post-disaster conditions, learning challenges become more complex, requiring adaptive, contextual, and technology-based learning innovations. This study employed a quantitative approach with a quasi-experimental design using a One Group Pretest-Posttest Design. The subjects of the study were 28 students at UPTD SD Negeri 4 Bireuen. Data were collected through tests, observations, and documentation. Data analysis was conducted using normality tests, paired sample t-tests, and N-Gain calculations to determine the level of improvement in students’ numeracy literacy. The results showed a significant improvement between pretest and posttest scores with a significance value (p < 0.05). The average numeracy literacy ability of students increased from low to moderate and high categories. The N-Gain results were in the moderate to high category, indicating that the implemented learning model was effective. In addition, observational results showed improvements in students’ learning activities, motivation, and engagement. Based on these findings, it can be concluded that the RME model based on Acehnese culture assisted by Artificial Intelligence is effective in improving elementary school students’ numeracy literacy in a post-disaster context. This model integrates contextual approaches, local wisdom, and technology synergistically, thereby creating meaningful, adaptive, and innovative learning. This study is expected to contribute to the development of mathematics education and serve as a reference for educators in implementing context-based and technology-enhanced learning.
TRANSFORMASI PEMBELAJARAN MATEMATIKA PASCABENCANA MELALUI RME-ETHNOPEDAGOGI UNTUK PENGUATAN PEMECAHAN MASALAH SISWA Hayati, Rahmi; Marzuki; Rohantizani; Fuja Rullayali Br; Rahma Alviana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49403

Abstract

This study aims to develop mathematics learning in post-disaster situations through the implementation of ethnopedagogy-based Realistic Mathematics Education (RME) to improve students’ problem-solving abilities and psychosocial conditions. Post-disaster conditions often affect students’ concentration, learning motivation, and emotional stability, causing the learning process to become less effective. Therefore, a contextual and student-centered learning approach is needed to support both academic achievement and psychosocial recovery. This study employed a mixed methods approach with an embedded quasi-experimental design using a one-group pretest-posttest model. The participants were 28 students of UPTD SD Negeri 3 Percontohan Peusangan, Aceh. Data were collected through tests, observations, questionnaires, and interviews, then analyzed quantitatively and qualitatively. The findings revealed that RME and ethnopedagogy-based learning improved students’ mathematical problem-solving skills. The students’ average score increased from 54.21 to 78.64 with a significance value of 0.000 < 0.05, while the average N-Gain score of 0.53 was categorized as moderate. In addition, students’ psychosocial conditions also improved, particularly in self-confidence, social interaction, and emotional stability. The integration of Acehnese cultural values, such as mutual cooperation and deliberation, created a more active, meaningful, and supportive learning environment in post-disaster mathematics education.
Co-Authors Asrul Karim Fachrurazi Fuja Rullayali Br Husnidar Marzuki Nuraina Rahma Alviana Rahmi Hayati Yessi Kartika Zulfikri