Realistic Mathematics Education as a Pedagogical Approach to Improve Geometry Learning in Higher Education

Authors

  • Annisa Prima Exacta Universitas Veteran Bangun Nusantara, Indonesia
  • Muhammad Zain Musa Musa Asyiah Foundation, Cambodia
  • Isna Farahsanti Universitas Veteran Bangun Nusantara, Indonesia
  • Rizqona Maharani IAIN Kudus, Indonesia
  • Salvador V. Briones II Partido State University, Philippines

DOI:

https://doi.org/10.32585/affective.v1i2.49

Keywords:

Realistic Mathematics Education, Pedagogical Approach, Geometry

Abstract

This study investigates the effectiveness of the Realistic Mathematics Education (RME) approach in enhancing undergraduate students' understanding of geometry. Conducted as a classroom action research project in two cycles, the study involved 38 second-semester students in the Mathematics Education Program at Universitas Veteran Bangun Nusantara, Indonesia. Data were collected through observation and written tests, with analysis conducted using descriptive techniques. Results show that the percentage of students achieving the minimum mastery criterion increased from 55.26% (pre-cycle) to 65.79% (Cycle I) and 86.84% (Cycle II). These findings suggest that RME can significantly enhance students' comprehension of geometric concepts.

 

Keywords: Realistic Mathematics Education (RME); Geometry; Understanding; Classroom Action Research

References

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Published

2024-11-30

How to Cite

Exacta, A. P., Musa, M. Z., Farahsanti, I., Maharani, R., & Briones II, S. V. . (2024). Realistic Mathematics Education as a Pedagogical Approach to Improve Geometry Learning in Higher Education. Affective Development Journal, 1(2), 80–90. https://doi.org/10.32585/affective.v1i2.49

Issue

Vol. 1 No. 2 (2024): November

Section

Articles

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Copyright (c) 2024 Annisa Prima Exacta, Muhammad Zain Musa, Isna Farahsanti, Rizqona Maharani, Salvador V. Briones II

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