<![CDATA[This study aims to determine the differences in mathematical problem-solving ability among students taught using the Realistic Mathematics Education (RME) approach supported by Renumerasi teaching materials, the RME approach without Renumerasi teaching materials, and the direct instruction model, as well as to examine the pairwise effectiveness comparisons among the three groups. The low mathematical problem-solving ability of Indonesian students, as reflected in the 2022 PISA results, serves as the background of this study. A quasi-experimental method with a Control Group Pretest-Posttest design was employed. The research subjects were seventh-grade students of SMP Negeri 4 Kota Sukabumi in the 2025/2026 academic year, selected through cluster random sampling, consisting of three classes: Experimental Class I (RME with Renumerasi teaching materials), Experimental Class II (RME without Renumerasi teaching materials), and the Control Class (direct instruction). The instrument used was a set of four validated essay items measuring mathematical problem-solving ability. Data analysis was conducted using the Kruskal-Wallis test and the Mann-Whitney post hoc test. The results revealed a significant difference among the three classes (H = 22.445 > χ²₀.₀₅;₂ = 5.991). Post hoc testing showed that Experimental Class I significantly outperformed both Experimental Class II (Z = 4.47 > 1.96) and the Control Class (Z = 3.85 > 1.96), while no significant difference was found between Experimental Class II and the Control Class (Z = 0.23 < 1.96). These findings imply that Renumerasi teaching materials are a crucial factor supporting the effectiveness of the RME approach in enhancing the mathematical problem-solving ability of junior high school students.]]>
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