Article Sidebar

Published
Aug 25, 2024
Download
PDF
Statistic
Read Counter : 0 Download : 238

Main Article Content

Abstract

Realistic Mathematics Education (RME) has gradually influenced the development of mathematics learning worldwide, including in Indonesia. Through the implementation and development of online-based 21st-century education, RME is increasingly proving itself as an effective approach to improving the quality of mathematics teaching and student learning. Learning using the RME approach based on the e-module System aims to become a real learning experience for education and students in implementing mathematical concepts into web-based software systems. The type of research used is pseudo-experimental research with a population in this study of 3 schools, and the number of samples is 147 students. Hypothesis testing was carried out with the N-gain test on the experimental class and control class and the Linear Regression Analysis Test to determine the effect of Gender on improving the learning outcomes of the experimental class. The results of this study show that: 1) There is a difference in the improvement of learning outcomes of classes taught with the RME approach based on the e-module System with conventional learning models; 2) There is no significant difference in the improvement of learning outcomes of students taught using the RME approach based on the E-Module System based on gender characteristics; 3) Gender only contributes 0.1% to the improvement of learning outcomes while 99.9% of other factors.

Keywords

E-module system Gender Realistic mathematics education

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

References

  1. Aditya, B. R., & Permadi, A. (2020). Gender factor in designing features of a learning management system in higher education In International Conference on Online and Blended Learning 2019 (ICOBL 2019), (pp. 28-31). https://doi.org/10.2991/assehr.k.200521.006

  2. Amir, T. H., Syamsuddin, A., & Sulfansyah, S. (2021). Online learning based on realistic mathematic education (RME) assisted animation media in improving student learning outcomes. Jurnal Ilmiah Sekolah Dasar, 5(3), 478-478. https://doi.org/10.23887/jisd.v5i3.39716

  3. Apriani, E., Arsyad, S., Syafryadin, Supardan, D., Gusmuliana, P., & Santiana, S. (2022). ICT platforms for Indonesian EFL students viewed from gender during the COVID-19 pandemic. Studies in English Language and Education, 9(1), 187-202. https://doi.org/10.24815/siele.v9i1.21089

  4. Bakker, M., Torbeyns, J., Wijns, N., Verschaffel, L., & De Smedt, B. (2019). Gender equality in 4- to 5-year-old preschoolers’ early numerical competencies. Developmental Science, 22(1), 1-7. https://doi.org/10.1111/desc.12718

  5. Beer, P., & Mulder, R. H. (2020). The effects of technological developments on work and their implications for continuous vocational education and training: A systematic review. Frontiers in psychology, 11, 1-19. https://doi.org/10.3389/fpsyg.2020.00918

  6. Benning, I., Linsell, C., & Ingram, N. (2018). Using technology in mathematics: Professional development for teachers The 41st annual conference of the Mathematics Education Research Group of Australasia, Auckland.

  7. Birgin, O., & Acar, H. (2020). The effect of computer-supported collaborative learning using GeoGebra software on 11th grade students’ mathematics achievement in exponential and logarithmic functions. International Journal of Mathematical Education in Science and Technology, 53(4), 872-889. https://doi.org/10.1080/0020739X.2020.1788186

  8. Bosica, J., Pyper, J. S., & MacGregor, S. (2021). Incorporating problem-based learning in a secondary school mathematics preservice teacher education course. Teaching and Teacher Education, 102, 103335. https://doi.org/10.1016/j.tate.2021.103335

  9. Bright, A., Welcome, N. B., & Arthur, Y. D. (2024). The effect of using technology in teaching and learning mathematics on student’s mathematics performance: The mediation effect of students’ mathematics interest. Journal of Mathematics and Science Teacher, 4(2), em059. https://doi.org/10.29333/mathsciteacher/14309

  10. Cai, S., Niu, X., Wen, Y., & Li, J. (2023). Interaction analysis of teachers and students in inquiry class learning based on augmented reality by iFIAS and LSA. Interactive Learning Environments, 31(9), 5551-5567. https://doi.org/10.1080/10494820.2021.2012808

  11. Calp, M. H., & Bütüner, R. (2022). Chapter 7 - Society 5.0: Effective technology for a smart society. In A. E. Hassanien, J. M. Chatterjee, & V. Jain (Eds.), Artificial Intelligence and Industry 4.0 (pp. 175-194). Academic Press. https://doi.org/10.1016/B978-0-323-88468-6.00006-1

  12. Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability, 12(24), 1-22. https://doi.org/10.3390/su122410367

  13. Dewantara, A. H., Setiawati, F. A., & Saraswati, S. (2023). Towards numeracy literacy development: A single-case study on the use of the living book homeschooling model. Infinity Journal, 12(2), 225-242. https://doi.org/10.22460/infinity.v12i2.p225-242

  14. Diponegoro, A. M., Khalil, I. A., & Prahmana, R. C. I. (2024). When religion meets mathematics: From mathematical anxiety to mathematical well-being for minority group student. Infinity Journal, 13(2), 413-440. https://doi.org/10.22460/infinity.v13i2.p413-440

  15. Elastika, R. W., Sukono, S., & Dewanto, S. P. (2021). Analysis of factors affecting students' mathematics learning difficulties using sem as information for teaching improvement. International Journal of Instruction, 14(4), 281-300. https://doi.org/10.29333/iji.2021.14417a

  16. El-Sabagh, H. A. (2021). Adaptive e-learning environment based on learning styles and its impact on development students' engagement. International Journal of Educational Technology in Higher Education, 18(1), 53. https://doi.org/10.1186/s41239-021-00289-4

  17. Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological bulletin, 136(1), 103-127. https://doi.org/10.1037/a0018053

  18. Fahmi, S., Rahmawati, R. Y., & Priwantoro, S. W. (2022). Two-variables linear system: A smartphone-based-e-module with a realistic mathematic education approach. Kreano: Jurnal Matematika Kreatif-Inovatif, 13(1), 55-66. https://doi.org/10.15294/kreano.v13i1.31661

  19. Fauzan, A., Harisman, Y., Yerizon, Y., Suherman, S., Tasman, F., Nisa, S., Sumarwati, S., Hafizatunnisa, H., & Syaputra, H. (2024). Realistic mathematics education (RME) to improve literacy and numeracy skills of elementary school students based on teachers’ experience. Infinity Journal, 13(2), 301-316. https://doi.org/10.22460/infinity.v13i2.p301-316

  20. Gómez-García, M., Hossein-Mohand, H., Trujillo-Torres, J. M., Hossein-Mohand, H., & Aznar-Díaz, I. (2020). Technological factors that influence the mathematics performance of secondary school students. Mathematics, 8(11), 1935. https://doi.org/10.3390/math8111935

  21. Hickendorff, M. (2021). The demands of simple and complex arithmetic word problems on language and cognitive resources. Frontiers in psychology, 12, 727761. https://doi.org/10.3389/fpsyg.2021.727761

  22. Hidayat, W., & Aripin, U. (2023). How to develop an e-LKPD with a scientific approach to achieving students' mathematical communication abilities? Infinity Journal, 12(1), 85-100.

  23. Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers and Education, 153, 103897. https://doi.org/10.1016/j.compedu.2020.103897

  24. Hutchison, J. E., Lyons, I. M., & Ansari, D. (2019). More similar than different: Gender differences in children's basic numerical skills are the exception not the rule. Child development, 90(1), e66-e79. https://doi.org/10.1111/cdev.13044

  25. Jian, X., Wijaya, T. T., & Yu, Q. (2023). Key factors affecting mathematics teachers’ well-being and stress levels: An extended engagement theory. International Journal of Environmental Research and Public Health, 20(1), 548. https://doi.org/10.3390/ijerph20010548

  26. Jupri, A., & Drijvers, P. (2016). Student difficulties in mathematizing word problems in Algebra. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), 2481-2502. https://doi.org/10.12973/eurasia.2016.1299a

  27. Kamid, K., Huda, N., Syafmen, W., Sufri, S., & Sofnidar, S. (2021). The relationship between students’ mathematical disposition and their learning outcomes. Journal of Education and Learning (EduLearn), 15(3), 376-382. https://doi.org/10.11591/edulearn.v15i3.17604

  28. Kelley, T. R., Knowles, J. G., Holland, J. D., & Han, J. (2020). Increasing high school teachers self-efficacy for integrated STEM instruction through a collaborative community of practice. International journal of STEM education, 7(1), 14. https://doi.org/10.1186/s40594-020-00211-w

  29. Kühl, T. (2021). Prerequisite knowledge and time of testing in learning with animations and static pictures: Evidence for the expertise reversal effect. Learning and Instruction, 73, 101457. https://doi.org/10.1016/j.learninstruc.2021.101457

  30. Kumar, S., Tiwari, P., & Zymbler, M. (2019). Internet of things is a revolutionary approach for future technology enhancement: A review. Journal of Big Data, 6(1), 111. https://doi.org/10.1186/s40537-019-0268-2

  31. Lady, A., Utomo, B. T., & Chikita, L. (2018). Improving mathematical ability and student learning outcomes through realistic mathematic education (RME) approach. International Journal of Engineering and Technology, 7(2), 55-57. https://doi.org/10.14419/ijet.v7i2.10.10954

  32. Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2018). How does realistic mathematics education (RME) improve students' mathematics cognitive achievement? Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 569-578. https://doi.org/10.12973/ejmste/76959

  33. Lestari, R., Prahmana, R. C. I., Chong, M. S. F., & Shahrill, M. (2023). Developing realistic mathematics education-based worksheets for improving students' critical thinking skills. Infinity Journal, 12(1), 69-84. https://doi.org/10.22460/infinity.v12i1.p69-84

  34. Li, M., Zhang, Y., Liu, H., & Hao, Y. (2018). Gender differences in mathematics achievement in Beijing: A meta-analysis. British Journal of Educational Psychology, 88(4), 566-583. https://doi.org/10.1111/bjep.12203

  35. Lin, S., Zhou, Y., & Wijaya, T. T. (2020). Using hawgent dynamic mathematics software in teaching arithmetic operation. International Journal of Education and Learning, 2(1), 25-31. https://doi.org/10.31763/ijele.v2i1.97

  36. Lin, Y.-W., Tseng, C.-L., & Chiang, P.-J. (2017). The effect of blended learning in mathematics course. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), 741-770. https://doi.org/10.12973/eurasia.2017.00641a

  37. Lindberg, S. M., Hyde, J. S., Petersen, J. L., & Linn, M. C. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological bulletin, 136(6), 1123-1135. https://doi.org/10.1037/a0021276

  38. Logan, R. M., Johnson, C. E., & Worsham, J. W. (2021). Development of an e-learning module to facilitate student learning and outcomes. Teaching and Learning in Nursing, 16(2), 139-142. https://doi.org/10.1016/j.teln.2020.10.007

  39. Makonye, J. P. (2014). Teaching functions using a realistic mathematics education approach: A theoretical perspective. International Journal of Educational Sciences, 7(3), 653-662.

  40. Mulyono, D. (2021). The influence of learning model and learning independence on mathematics learning outcomes by controlling students' early ability. International Electronic Journal of Mathematics Education, 12(3), 689-708. https://doi.org/10.29333/iejme/642

  41. Ni, Y., Zhou, D.-H. R., Cai, J., Li, X., Li, Q., & Sun, I. X. (2018). Improving cognitive and affective learning outcomes of students through mathematics instructional tasks of high cognitive demand. The Journal of Educational Research, 111(6), 704-719. https://doi.org/10.1080/00220671.2017.1402748

  42. Palinussa, A. L. (2020). Comparison of algebra learning outcomes using realistic mathematics education (RME), team assisted individualization (TAI) and conventional learning models in junior high school 1 Masohi. Infinity Journal, 9(2), 173-182. https://doi.org/10.22460/infinity.v9i2.p173-182

  43. Palinussa, A. L., Molle, J. S., & Gaspersz, M. (2021). Realistic mathematics education: Mathematical reasoning and communication skills in rural contexts. International Journal of Evaluation and Research in Education, 10(2), 522-534. https://doi.org/10.11591/ijere.v10i2.20640

  44. Pertiwi, C. M., Rohaeti, E. E., & Hidayat, W. (2021). The students' mathematical problem-solving abilities, self-regulated learning, and VBA Microsoft Word in new normal: A development of teaching materials. Infinity Journal, 10(1), 17-30. https://doi.org/10.22460/infinity.v10i1.p17-30

  45. Poçan, S., Altay, B., & Yaşaroğlu, C. (2023). The effects of mobile technology on learning performance and motivation in mathematics education. Education and Information Technologies, 28(1), 683-712. https://doi.org/10.1007/s10639-022-11166-6

  46. Prahmana, R. C. I., Sagita, L., Hidayat, W., & Utami, N. W. (2020). Two decades of realistic mathematics education research in Indonesia: A survey. Infinity Journal, 9(2), 223-246. https://doi.org/10.22460/infinity.v9i2.p223-246

  47. Radišić, J., Buchholtz, N., Yang-Hansen, K., Liu, X., & Kaarstein, H. (2024). Do teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics? Examining differences between boys and girls across six countries. European Journal of Psychology of Education, 39(2), 1587-1613. https://doi.org/10.1007/s10212-024-00809-6

  48. Revina, S., & Leung, F. K. S. (2021). Issues involved in the adoption of Realistic Mathematics Education in Indonesian culture. Compare: A Journal of Comparative and International Education, 51(5), 631-650. https://doi.org/10.1080/03057925.2019.1650636

  49. Rizaldi, R., Syahwin, S., & Ramadani, R. (2022). Efektifitas e-modul praktikum fisika berbasis model problem based learning menggunakan smart apps creator terhadap keterampilan proses sains siswa SMA/MA [The effectiveness of e-module physics practical work based on problem based learning model using smart apps creator on science process skills of high school students]. Jurnal Pendidikan MIPA, 12(3), 720-725. https://doi.org/10.37630/jpm.v12i3.647

  50. Saptono, L. (2022). The effect of personal competence and pedagogical-didactical competence of high school economics teachers in media literacy on teaching effectiveness. International Journal of Media and Information Literacy, 7(2), 545-553. https://doi.org/10.13187/ijmil.2022.2.545

  51. Sibomana, A., Nicol, C. B., Nzabalirwa, W., Nsanganwimana, F., Karegeya, C., & Sentongo, J. (2021). Factors affecting the achievement of twelve-year basic students in mathematics and science in Rwanda. International Journal of Learning, Teaching and Educational Research, 20(7), 61-84. https://doi.org/10.26803/IJLTER.20.7.4

  52. Stewart, C., Root, M. M., Koriakin, T., Choi, D., Luria, S. R., Bray, M. A., Sassu, K., Maykel, C., O’Rourke, P., & Courville, T. (2017). Biological gender differences in students’ errors on mathematics achievement tests. Journal of Psychoeducational Assessment, 35(1-2), 47-56. https://doi.org/10.1177/0734282916669231

  53. Stoian, C. E., Fărcașiu, M. A., Dragomir, G. M., & Gherheș, V. (2022). Transition from online to face-to-face education after COVID-19: The benefits of online education from students’ perspective. Sustainability, 14(19), 12812. https://doi.org/10.3390/su141912812

  54. Sutarni, S., Sutama, S., Prayitno, H. J., Sutopo, A., & Laksmiwati, P. A. (2024). The development of realistic mathematics education-based student worksheets to enhance higher-order thinking skills and mathematical ability. Infinity Journal, 13(2), 285-300. https://doi.org/10.22460/infinity.v13i2.p285-300

  55. Tang, K. H. D. (2023). Student-centered approach in teaching and learning: What does it really mean? Acta Pedagogia Asiana, 2(2), 72-83. https://doi.org/10.53623/apga.v2i2.218

  56. Van Zanten, M., & Van den Heuvel-Panhuizen, M. (2021). Mathematics curriculum reform and its implementation in textbooks: Early addition and subtraction in realistic mathematics education. Mathematics, 9(7), 752. https://doi.org/10.3390/math9070752

  57. Xie, G., & Liu, X. (2023). Gender in mathematics: how gender role perception influences mathematical capability in junior high school. The Journal of Chinese Sociology, 10(1), 10. https://doi.org/10.1186/s40711-023-00188-3

  58. Yokoso, V., Kabutey, D. T., Ansah, S., Ntow, Y. M., & Ofotsu, S. (2024). Errors and misconceptions in linear inequalities among senior high students in mfantseman municipality. International Journal of Mathematics and Statistics Studies, 12(2), 56-70.

  59. Yuanita, P., Zulnaidi, H., & Zakaria, E. (2018). The effectiveness of realistic mathematics education approach: The role of mathematical representation as mediator between mathematical belief and problem solving. PLoS One, 13(9), e0204847. https://doi.org/10.1371/journal.pone.0204847

  60. Zhang, D., & Wang, C. (2020). The relationship between mathematics interest and mathematics achievement: mediating roles of self-efficacy and mathematics anxiety. International Journal of Educational Research, 104, 101648. https://doi.org/10.1016/j.ijer.2020.101648