The Impact of Realistic Mathematics Education (RME) on the Mathematical Problem-Solving Abilities of Fifth-Grade Elementary School Students

Abstract

The low level of students’ numeracy and problem-solving abilities, as reflected in the 2024 National Assessment and Final Semester Examination results where most students fall into “fair” and “moderate” categories, necessitates the use of contextual approaches such as Realistic Mathematics Education (RME). This study aims to examine the effect of RME on the mathematical problem-solving abilities of fifth-grade elementary students in Cluster IV, Kanigoro District, Blitar Regency. A true experimental design was employed with a population of 159 students and a sample of 40 selected through cluster random sampling, consisting of an experimental group (RME) and a control group (conventional). Data were collected using a problem-solving test based on Polya’s steps and a Likert-scale motivation questionnaire. Data were analyzed using Two-Way ANOVA with prerequisite tests via SPSS 26. The results show that RME significantly improves students’ problem-solving abilities compared to conventional learning.