Implementasi Model Realistic Mathematics Education (RME) terhadap Kemampuan Literasi Numerasi Mahasiswa PGSD Parepare
Keywords:
Realistic Mathematics Education, Numeracy Literacy, PGSD Students, Mathematics LearningAbstract
This study aims to examine the implementation of the Realistic Mathematics Education (RME) model and its effect on the numeracy literacy skills of students in the Elementary School Teacher Education Program (PGSD) in Parepare. The study was conducted at PGSD Parepare during October–November 2025. A quantitative approach with a quasi-experimental design was employed. The participants were divided into an experimental group taught using the RME model and a control group taught using conventional learning methods. Data were collected through a validated numeracy literacy test. The data were analyzed using descriptive and inferential statistics, including an independent samples t-test. The results showed that the mean numeracy literacy score of the experimental group was higher than that of the control group. The t-test results indicated a significance value of p < 0.05, demonstrating a statistically significant difference between the two groups. Therefore, the implementation of the RME model has a positive and significant effect on improving the numeracy literacy skills of PGSD students. Context-based mathematics learning through the RME model enables students to develop a deeper conceptual understanding, critical thinking skills, and numeracy problem-solving abilities.
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