Teachers’ Competence in Developing Mathematics Teaching Modules Using the Realistic Mathematics Education Approach

Abstract

mathematics learning requires a contextual learning approach. One approach that can be used is Realistic Mathematics Education (RME). The success of RME implementation greatly depends on teachers' competence in developing mathematics teaching modules. This study aims to analyze teachers' competence in developing RME-based mathematics teaching modules through a Systematic Literature Review (SLR) approach. Articles were obtained through Google Scholar and selected using inclusion and exclusion criteria. The articles were collected using the Publish or Perish tool from the Google Scholar database. The selection resulted in five articles that were relevant and appropriate for the analysis topic. Data analysis was conducted using thematic analysis.      The results of the study show Teacher competencies are the key factors needed in developing RME-based mathematics teaching modules. These include pedagogical competence, professional competence, Pedagogical Content Knowledge (PCK), and Technological Pedagogical Content Knowledge (TPACK). All four are essential, with professional competence emerging as the most dominant. These findings confirm that comprehensive strengthening of teacher competency is necessary to support the effective development and implementation of RME-based mathematics teaching modules.