Realistic Mathematics Education (RME) Assisted with Scaffolding to Enhance Mathematical Reasoning
Realistic Mathematics Education (RME) Berbantuan Scaffolding untuk Meningkatkan Penalaran Matematis
DOI:
https://doi.org/10.21070/ups.8526Keywords:
mathematical reasoning, realistic mathematics education, scaffoldingAbstract
The current education curriculum focuses on students solving problems through adequate mathematical reasoning. In addition, there is ample evidence that problem solving can be achieved through mathematical reasoning. Many empirical studies show that Realistic Mathematics Education (RME) can improve mathematical reasoning, while scaffolding is also a solution that can support learning outcomes, including mathematical reasoning. This study examines the impact of RME assisted with scaffolding toward students' mathematical reasoning. The research method was quasi-experimental with a non-equivalent (pre-test and post-test) control-group design. The study sample involved fifth-grade students using a purposive sampling technique. The data analysis used was an independent sample t-test. The study's findings showed that RME assisted with scaffolding, which affected students' mathematical reasoning. Another finding was that students' primary mathematical manipulation as part of mathematical reasoning increased significantly. Therefore, integrating RME and scaffolding can be a new alternative learning strategy to enhance primary students' mathematical reasoning.
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