Pengaruh Penggunaan Model Pembelajaran Realistic Mathematics Education (RME) terhadap hasil belajar siswa pada pokok bahasan teorema phytagoras di Madrasah Tsanawiyah

Authors

  • Imam Pakhrurrozi Departement of Education, Universitas Nahdlatul Wathan Mataram, NTB, Indonesia

DOI:

https://doi.org/10.51700/mutaaliyah.v1i1.153

Keywords:

Realistic Mathematics Education, learning model, pythagorean, Madrasah

Abstract

Abstract

Issues about learning mathematics associated with everyday life have attracted the attention of researchers and educators. Learning that emphasizes the daily experiences of students more easily understands learning material and has a strong memory in applying mathematics in real life as the dependent variable in the form of children's learning achievement. This article aims to re-examine whether learning realistic mathematics (Realistic Mathematics Education) has an influence on student achievement. Using a quasi-experimental research method, the population is all students of class VIII MTS NW SIKUR, a total of 50 students consisting of class 25 students in class VIII A and 25 students in class B. Data was collected through a test technique and analyzed according to data analysis procedures. The findings of this study are there is the influence of the learning model of the Realistic Mathematics Education (RME) learning model in improving student learning outcomes in mathematics on the Pythagorean theorem material for Madrasah Tsanawiyah students

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Published

2021-03-11

How to Cite

Pakhrurrozi, Imam. “Pengaruh Penggunaan Model Pembelajaran Realistic Mathematics Education (RME) Terhadap Hasil Belajar Siswa Pada Pokok Bahasan Teorema Phytagoras Di Madrasah Tsanawiyah”. Jurnal al Muta’aliyah: Pendidikan Guru Madrasah Ibtidaiyah 1, no. 1 (March 11, 2021): 49-60. Accessed December 21, 2025. https://journal.staidk.ac.id/index.php/almutaliyah/article/view/153.

Issue

Vol. 1 No. 1 (2021): JURNAL AL-MUTA`ALIYAH

Section

Articles (Peer Reviewed)

License

Copyright (c) 2021 Imam Pakhrurrozi

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

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