The Effect of Realistic Mathematics Education and Problem Based Learning Model on Mathematics Problem Solving Ability in Terms of Precondition Mathematics Abilities

DOI

10.2991/assehr.k.210508.109How to use a DOI?

Keywords

Realistic Mathematics Education, Problem Based Learning, Precondition Mathematics Abilities

Abstract

The purpose of this study is to compare two treatments, namely the realistic mathematics education approach (RME) and problem-based learning (PBL) towards students’ mathematical problem-solving abilities. To obtain complete information about the comparison of the two models, we also used the non-treatment group as the control class. This research approach is quantitative using quasi-experimental methods. The design of this study is a nonequivalent comparison group design involving 243 students of SMA Negeri 14 Maluku, Indonesia, in the 2019/2020 academic year. The results showed that there were differences in students’ problem abilities with the high, medium, and low Precondition Mathematics Abilities (PMA) categories. There is an interaction effect between RME, PBL, and conventional learning models with PMA on students’ mathematical problem abilities.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Anderson L Palinussa
AU  - T C Dias
AU  - Darma A Ngilawajan
PY  - 2021
DA  - 2021/05/11
TI  - The Effect of Realistic Mathematics Education and Problem Based Learning Model on Mathematics Problem Solving Ability in Terms of Precondition Mathematics Abilities
BT  - Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)
PB  - Atlantis Press
SP  - 488
EP  - 491
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210508.109
DO  - 10.2991/assehr.k.210508.109
ID  - Palinussa2021
ER  -