The Effectiveness of Realistic Mathematics Approach on Learning Outcomes of Grade VII Junior High School Students

Abstract

This study aims to determine the effectiveness of the Realistic Mathematics Education (RME) approach on the mathematics learning outcomes of grade VII junior high school students. This study used a quantitative method with a quasi-experimental design, involving two classes as samples: the experimental class that received learning with the RME approach, and the control class that used the conventional approach. Data were collected through pretest and posttest tests, then analyzed with descriptive and inferential statistics using the t-test. The results showed that there was a significant difference between student learning outcomes in the experimental class and the control class, with an average posttest score of 81.6 and 73.2, respectively. The t-test showed a significance value of 0.000 (p <0.05), which means that the RME approach is significantly more effective in improving mathematics learning outcomes. The average increase in learning outcomes (N-Gain) in the experimental class was 0.56 (moderate category), while the control class was 0.36 (low category). These findings indicate that the Realistic Mathematics approach is able to create more meaningful and contextual learning for junior high school students.