Model Pendidikan Matematika Realistik sebagai Upaya Peningkatan Literasi Numerasi Siswa

Abstract

The purpose of this study is to analyze the effectiveness of the Realistic Mathematics Education (RME) approach in improving students’ numeracy skills through a systematic literature review. Fifteen articles published from 2018 to 2024 were reviewed, with inclusion criteria centered on studies investigating the implementation of RME in mathematics instruction aimed at enhancing numeracy competence. The results of the analysis showed that the application of RME was most often carried out at the elementary school level with 7 articles, followed by junior high school level with 6 articles, and senior high school/vocational school with 2 articles. The materials used in the implementation of RME varied, including whole numbers, number operations, geometry, geometric shapes, trigonometry and systems of linear equations in two variables (SPLDV). In terms of methods, 8 articles used a quantitative approach, 6 articles used classroom action research (CAR), and 1 article was descriptive. In general, all studies showed that RME contributed positively to improving students' numeracy, both in aspects of conceptual understanding, problem-solving skills, and mathematical representation. However, research limitations are evident in the limited number of studies at the high school/vocational school level and the limited longitudinal research. Therefore, further research is needed to expand the scope to higher education levels and use standardized numeracy evaluation instruments to more comprehensively understand the effectiveness of PMR.