Ratio and proportion through realistic mathematics education and pendidikan matematika realistik Indonesia approach: A systematic literature review

Abstract

Foundational mathematical concepts like ratios and proportions are indispensable for solving both everyday problems and those encountered in professional settings. However, many students need help to grasp and apply these concepts effectively, often due to ineffective teaching methods, variations in students' levels of comprehension, and shortcomings in existing learning models. Realistic Mathematics Education (RME) and Pendidikan Matematika Realistik Indonesia (PMRI) have emerged as promising solutions to address these challenges. This study aims to systematically review the literature on ratio and proportion learning design using RME and PMRI approaches. It focuses on three specific research inquiries: profiling the literature, analyzing employed learning designs, and identifying gaps and recommendations for further research in learning design development. Conducted through a Systematic Literature Review (SLR) approach, the research involved planning, implementing, and disseminating review results. One hundred forty-four documents were scrutinized, leading to the identification of 19 pertinent papers. This study provides a comprehensive analysis of the literature on learning design in the context of ratio, proportion, scale, and level, utilizing RME and PMRI approaches while highlighting research gaps and offering insights for future studies. Its findings hold significant implications for educators and researchers seeking to enhance mathematics education through RME and PMRI approaches.

When religion meets mathematics: From mathematical anxiety to mathematical well-being for minority group student

“…The difficulty in learning mathematics is mainly because the learning method used is lectures, while students find it difficult to imagine how it is applied in everyday life (Fägerstam & Grothérus, 2018). On the other hand, there is a learning approach that uses the context of everyday life and focuses on student activities to rediscover and build their knowledge in problem-solving, namely the Realistic Mathematics Education (RME) approach (Risdiyanti et al, 2024;Tanujaya et al, 2017). RME is based on the philosophy of Freudenthal (2006), which states that mathematics is a human activity and must be connected to reality.…”

“…RME is based on the philosophy of Freudenthal (2006), which states that mathematics is a human activity and must be connected to reality. This philosophy underlies the implementation of several studies related to RME that use the context of daily activities as a starting point in mathematics learning (Prahmana, 2022;Risdiyanti & Prahmana, 2020;Risdiyanti et al, 2024). Therefore, the RME approach was used in this study to solve the social arithmetic learning problem.…”

Unlocking mathematical marvels: Exploring number patterns in the Rangku Alu traditional game

“…Indonesia's cultural landscape is rich with traditional practices, including indigenous games that play a significant role in shaping social cohesion and community values (Hakim, 2011;Agus et al, 2021;Hidayati & Prahmana, 2022). However, with the rapid adoption of technology, these traditional games are becoming increasingly marginalized, especially among the younger generation who are drawn toward digital entertainment (Imran, 2023;Risdiyanti et al, 2024). Despite this shift, traditional games continue to offer intrinsic value, promoting communal bonds, enhancing cognitive skills, and fostering a sense of togetherness within communities (Prahmana et al, 2023).…”