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Efendi Hutagalung, Erwin
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ANALISIS PENDEKATAN REALISTIC MATHEMATIC EDUCATION TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA : SYSTEMATIC LITERATUR REVIEW Ayu Lestari, Ryka; Sintiya Safitri, Irma; Efendi Hutagalung, Erwin; Muhammadin Al Fath, Ayatullah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45385

Abstract

Mathematical problem-solving ability is a core competency that students must master in the 21st century. However, field realities show that this ability remains low due to mathematics instruction that tends to be procedural and lacks contextual relevance. This study aims to analyze in depth the effect of the Realistic Mathematics Education (RME) approach on students’ mathematical problem-solving abilities through a Systematic Literature Review (SLR). The study examined 12 scientific articles published between 2018 and 2026 from various accredited national journals and seminar proceedings. Articles were selected based on strict inclusion and exclusion criteria, then extracted and analyzed using narrative synthesis and thematic analysis. The PRISMA principle was applied to ensure transparency and replicability of the review process. The SLR results indicate that the RME approach consistently exerts a positive influence on improving students’ mathematical problem-solving abilities across elementary, junior high, and senior high school levels. Thirteen out of 14 articles reported significant results with moderate to high improvement. Variations of the intervention, such as RME supported by interactive technology, learning media, and ethnomathematics, further strengthened the effectiveness of the approach. Only one study found no statistically significant difference. This study concludes that RME is an effective and relevant teaching approach that can be widely implemented in Indonesia. The findings are expected to serve as practical recommendations for teachers, curriculum developers, and researchers to enhance the quality of mathematics education in the future.
ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA MATEMATIKA BERDASARKAN TAHAPAN NEWMAN : SYSTEMATIC LITERATUR REVIEW Patricia Novelina Purba, Putri; Arfriani Sihite, Mega; Efendi Hutagalung, Erwin; Muhammadin AL Fath, Ayatullah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45403

Abstract

This study aims to analyze students’ errors in solving mathematical word problems based on Newman’s error analysis through a Systematic Literature Review (SLR) approach. Mathematics learning, particularly in word problems, requires not only computational skills but also the ability to understand, interpret, and transform problems into mathematical models. However, many students still experience difficulties, which are reflected in various types of errors. This study employed a systematic literature review method by collecting articles published between 2022 and 2026 using relevant keywords from Google Scholar. From 1,190 identified articles, 25 were selected, and 10 articles were finally analyzed in depth. The results show that students’ errors occur across all Newman stages, namely reading, comprehension, transformation, process skills, and encoding. The most dominant error is encoding error (45.50%), followed by process skills error (40.76%), comprehension error (34.70%), and transformation error (28.30%), while reading error is the lowest (12.65%). These findings indicate that students’ main difficulties lie not in reading the problems but in the problem-solving process and presenting final answers. The errors are influenced by limited conceptual understanding, lack of accuracy, and insufficient practice in expressing final conclusions. Therefore, improving mathematical literacy, conceptual understanding, and structured problem-solving skills is essential to minimize students’ errors in solving word problems.
PENGARUH PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK SEKOLAH DASAR Masyitah, Ayu; Gusmiva, Adelsa; Efendi Hutagalung, Erwin; Muhammadin Al Fath, Ayatullah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45411

Abstract

Mathematical communication skills are a fundamental aspect of mathematics learning; however, in reality, elementary school students’ proficiency in this area remains relatively low due to teaching approaches that are still teacher-centered. This study aims to conduct an in-depth analysis of the impact of the Realistic Mathematics Education (RME) approach on the mathematical communication skills of elementary school students based on the findings of previous research. The research methodology employed was a literature review, examining 10 scientific articles indexed in SINTA 1–4 and Scopus from 2020 to 2026. Data analysis was conducted using qualitative descriptive methods through a series of stages involving organization, grouping, comparison, and synthesis of findings. The research results indicate that the RME approach consistently yields a significant positive impact on improving students’ mathematical communication skills. This improvement is evident in students’ ability to convey ideas, use mathematical representations, and connect concepts to real-life contexts. However, several variables influence RME performance; students with moderate to high initial cognitive abilities achieve greater improvement. Furthermore, the success of RME heavily depends on collaborative activities and adequate learning media support, such as RME-based e-modules or worksheets. In conclusion, RME is an effective strategy for improving mathematical communication, but its implementation must be tailored to student characteristics and supported by relevant media.
Co-Authors Arfriani Sihite, Mega Ayatullah Muhammadin Al Fath, Ayatullah Ayu Lestari, Ryka Gusmiva, Adelsa Masyitah, Ayu Patricia Novelina Purba, Putri Sintiya Safitri, Irma