The Effectiveness Of Realistic Mathematics Education (RME) Assisted By GeoGebra On Students’ Mathematical Literacy

Nuraini Kartini, Heri Retnawati, Elly Arliani

Abstract


This research investigates the efficacy of implementing a Realistic Mathematics Education (RME) methodology enhanced by the integration of GeoGebra technology to strengthen learners' mathematical literacy competencies. This research employed quantitative methodological principles, utilising a pre-experimental one-group pre- and post-assessment design. The study venue was a junior secondary educational facility in Yogyakarta, where 32 Year 8 students participated, selected through cluster-based random sampling protocols. Data were collected using pretest and posttest instruments, which were validated through content validity and reliability testing. The results showed a significant improvement in students' mathematical literacy, with an average pretest score of 36.93 and a posttest score of 82.38, and an N-Gain score of 0.72, categorised as high. Paired sample t-test analysis indicated a significant effect of the RME approach with GeoGebra (p < .001). The learning process involved contextual problem-solving, mathematical modelling with GeoGebra, and the application of the Pythagorean Theorem. The findings demonstrate that integrating RME and GeoGebra effectively enhances mathematical literacy by supporting visualisation, conceptual understanding, and contextual reasoning. This study recommends the broader implementation of RME with technological support and suggests further research using stronger experimental designs to explore additional learning outcomes.

Keywords


GeoGebra; Mathematical Literacy; Realistic Mathematics Education

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References


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DOI: http://dx.doi.org/10.18415/ijmmu.v12i9.6998

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