Penelitian ini bertujuan untuk meganalisis pengaruh model pembelajaran Pendidikan Matematika Realistik (PMR) terhadap kemandirian belajar siswa. Penelitian ini merupakan penelitian quasi eksperimen dengan desain pretes-postes kontrol. Instrumen yang digunakan dalam penelitian ini adalah: (1) lembar validasi dan (2) angket kemandirian belajar siswa. Hasil dari penelitian ini adalah: (1) skor kemandirian belajar siswa yang dibelajarkan dengan model pembelajaran PMR berada pada kategori baik; (2) terdapat perbedaan signifikan skor kemandirian belajar siswa yang dibelajarkan dengan model pembelajaran PMR dengan pembelajaran langsung; (3) skor kemandirian belajar siswa yang dibelajarkan dengan model pembelajaran PMR lebih baik daripada skor kemandirian belajar siswa yang dibelajarkan dengan pembelajaran langsung; dan (4) penerapan model pembelajaran PMR dapat meningkatkan kemandirian belajar siswa.

The purpose of this research was to produce an android based mathematics learning application. This research was motivated by the Indonesian government’s policy during the covid-19 pandemic. The government asked people to do all their activity from home. The government’s policy changed all the system including the learning activity system. Based on that, it was necessary to develop a learning application, which would enable students to learn from home. In this research, the learning application that would be developed was an Android based mathematics learning application. The research method used for this purpose was the development research developed by Dick and Carey. The quality standard used for the Product developed in this research were validity, practical, and effective, which was checked based on expert validation and trial results.

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This study aims to analyze the effect of the Realistic Mathematics Education (RME) learning model on students' triarchic intelligence. This study is a quasi-experiment with a pretest-posttest control design. The instruments used in this study were: (1) validation sheets; and (2) students' triarchic intelligence tests. The results of this study are: (1) the students' triarchic intelligence scores taught with the RME learning model are in the high category; (2) there is a significant difference on the students' triarchic intelligence scores taught by the RME learning model and direct learning; (3) the students' triarchic intelligence scores taught by the RME learning model is higer than the students' triarchic intelligence scores taught by direct learning; and (4) the implementation of the RME learning model can increase students' triarchic intelligence.