November 30, 2024

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

Key Points

Students' geometry understanding improved significantly, with mastery jumping from 55.26% to 86.84% across two cycles of intervention.
In Cycle I, the percentage of students meeting mastery criteria reached 65.79%, indicating progressive improvement in comprehension.
Classroom action research methodology facilitated data collection through observations and written tests, enabling detailed analysis.
Findings highlight the potential of realistic mathematics education to transform geometry learning experiences for students.

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

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