scholarly journals A Meta-Analysis of the Last Two Decades of Realistic Mathematics Education Approaches

2022 ◽  
Vol 15 (1) ◽  
pp. 381-400
Author(s):  
Dadang Juandi ◽  
◽  
Yaya Sukjaya Kusumah ◽  
Maximus Tamur ◽  
◽  
...  
Keyword(s):  
Mathematics Education ◽  
Meta Analysis ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics

scholarly journals Effects of instruction based on realistic mathematics education on mathematics achievement: A meta-analysis studyGerçekçi matematik eğitimi destekli öğretimin matematik başarısına etkisi: Bir meta-analiz çalışması

2015 ◽  
Vol 12 (2) ◽  
pp. 187 ◽  
Author(s):  
Abdullah Kaplan ◽  
Murat Duran ◽  
Muhammet Doruk ◽  
Mesut Öztürk
Keyword(s):  
Mathematics Education ◽  
Mathematics Achievement ◽  
Publication Bias ◽  
Effect Size ◽  
Meta Analysis ◽  
Statistical Significance ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Study Process ◽  
Fail Safe

<p>The purpose of this research is to determine the overall effect of instruction based on realistic mathematics education on mathematics achievement. The Meta-Analysis method recently increased in popularity in the field of educational science is used to accomplish this goal. Some criterions have been put in the determination of the study included in the survey and 12 national thesis in accordance with these criterions constituted the sample of this study. Process effectiveness method of meta-analysis is used in the analysis of data and Hedges’s g is used in the calculation of effect size of the study. At the end of the study, realistic mathematics education has an overall, positive and moderate effect on the mathematics achievement (Q = 16.406; p = 0.127). Howewer, the distribution of the effect sizes of the studies included in the survey are found to be homogeneous. At the end of the Z test carried out for the purpose of statistical significance, the value of effect size is observed statistically significant (Z = 7.966; p &lt;0.05). The number of error protection is calculated 91 study to determine the publication bias of the study according to Orwin’s method. According to Orwin’s Fail Safe-N, the research could not have publication bias.</p><p> </p><p><strong>Özet</strong></p><p>Bu araştırmanın amacı gerçekçi matematik eğitiminin matematik başarısı üzerindeki genel etkisini belirlemektir. Bu amacı gerçekleştirmek için eğitim bilimleri alanında yakın zamanda popülerliği artan meta-analiz yöntemi kullanılmıştır. Araştırmaya dâhil edilecek çalışmaların belirlenmesinde bazı kriterler belirlenmiş ve bu kriterlere uygun olan 12 ulusal tez bu araştırmanın örneklemini oluşturmuştur. Verilerin analizinde işlem etkililiği meta analizi yöntemi kullanılmış olup araştırmaların etki büyüklüklerinin hesaplanmasında Hedges’s g kullanılmıştır. Araştırma sonucunda gerçekçi matematik eğitiminin matematik başarısı üzerinde genel olarak, pozitif yönde ve orta düzeyde (Q= 16.406; p= 0.127) etkiye sahip olduğu ve araştırmaya dâhil edilen çalışmaların etki büyüklükleri dağılımının homojen olduğu görülmüştür. İstatistiksel anlamlılık amacıyla yapılan Z testi sonunda etki büyüklüğü değerinin istatistiksel olarak anlamlı olduğu görülmüştür (Z=7.966; p&lt;0.05). Araştırmanın yayın yanlılığını test etmek amacıyla Orwin’in yöntemine göre hata koruma sayısı 91 hesaplanmıştır. Bulunan bu değere göre çalışmanın yayın yanlılığına sahip olmadığı söylenebilir.</p>

scholarly journals Realistic Mathematics Education in Indonesia and Recommendations for Future Implementation: A Meta-Analysis Study

2020 ◽  
Vol 4 (1) ◽  
pp. 17
Author(s):  
Maximus Tamur ◽  
Dadang Juandi ◽  
Angela Merici G. Adem
Keyword(s):  
Mathematics Education ◽  
Sample Size ◽  
Meta Analysis ◽  
Control Group ◽  
Realistic Mathematics Education ◽  
Duration Of Treatment ◽  
Analysis Study ◽  
Mathematical Abilities ◽  
Realistic Mathematics ◽  
Experimental Group

This meta-analysis study aims to investigate the effectiveness of applying realistic mathematics education (RME) in Indonesia to students' mathematical abilities. This study analyzes 95 effect sizes from 72 studies that have been published in national and international journals or proceedings from 2010 to 2019. Comprehensive Meta-Analysis (CMA) software is used to aid analysis. As a result of the study, the overall effect size was 1.104, with a standard error of 0.065 according to the random-effects model. These results indicate that the average person who is ranked 13th in the experimental group is equivalent to those who are ranked 4th in the control group. This research was carried out by considering four characteristics, resulting in significant differences in terms of sample size and duration of treatment. Thus the application of RME in Indonesia is very effective in improving students' mathematical abilities by considering the sample size and duration of treatment.

IMPROVEMENT OF LEARNING OUTCOMES IN RESULT USING REALISTIC MATHEMATIC EDUCATION APPROACH IN BASIC SCHOOL

2018 ◽  
Vol 2 (2) ◽  
pp. 157
Author(s):  
Mimik Fernandes ◽  
Farida F ◽  
Yanti Fitria ◽  
Ahmad Fauzan ◽  
Nelvyarni Nelvyarni
Keyword(s):  
Mathematics Education ◽  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Class Action ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Multiplication Of Fractions ◽  
Mathematic Education

Based on experience and reflection multiplication of fractions learning at fifth class SDN 33 VII Koto Padang Pariaman district. Student learning outcomes is still low and the learning undertaken by teachers arenot using realistic problem to beginning of learning. So the author through this research trying to improve student learning outcomes in subjects multiplication of fractions. The purpose of this study was to describe the planning, implementation and learning outcomes. This research is action research (class action research), this study used a qualitative and quantitative approach. Learning is used by using the realistic mathematics education approach. After doing research hence an increase in student learning outcomes in multiplication of fractions lesson using realistic mathematics education approach. It can be seen, both from the ability of teachers in designing learning from 83% up to 94%, implementation of learning increased 94% from 77%, and learning outcomes increased to 86,87 from 74,04.

scholarly journals THE EFFECTIVENESS OF REALISTIC MATHEMATICS EDUCATION TO IMPROVE STUDENTS’ MULTI-REPRESENTATION ABILITY

2019 ◽  
Vol 8 (1) ◽  
pp. 21 ◽  
Author(s):  
Muhtarom Muhtarom ◽  
Nizaruddin Nizaruddin ◽  
Farida Nursyahidah ◽  
Nurina Happy
Keyword(s):  
Mathematics Education ◽  
Experimental Design ◽  
Learning Process ◽  
Realistic Mathematics Education ◽  
Student Responses ◽  
Realistic Mathematics ◽  
Quasi Experimental ◽  
And Control ◽  
Essay Test ◽  
Better Than

This research aimed to evaluate the effectiveness of Realistic Mathematics Education (RME) to improve students' multi-representation ability. A quasi-experimental design was used in this research. Sixty-four samples from the seventh-grade students of Junior School were randomly selected and divided into two classes: experimental class was treated using RME and control class was treated using conventional learning, with each class consisting of thirty-two students. The essay test was used to measure the multi-representation ability of students and the questionnaire was used to measure students' responses in RME learning. The data from the essay test were analyzed by N-Gain test and t-test in which normality and homogenity test were conducted previously, while the students' learning completeness and student responses were presented descriptive quantitative. The result of the research concluded that the multi-representation ability of students who get RME learning is better than the multi-representation ability in students who get conventional learning. 87.25% of students who get RME learning with the developed device have completed the KKM, and many students are very enthusiastic and interested in RME based learning, thus increasing their learning spirit in a learning process.

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