Development of a Mathematics Learning Module Based on the Realistic Mathematics Education Approach to Enhance Mathematical Conceptual Understanding among Tenth-Grade Students at SMKN 1 Tebo
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6283-6298
Digital Object Identifier:
10.58578/mikailalsys.v4i3.11931
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Authors:Rahmadal Weni1*, Rusdi2, Aniswita3, Risnawita4
Copyright :Authors retain copyright and grant the journal right of first publication.
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Abstract
Mathematics instruction for Grade 10 students at SMKN 1 Tebo remained predominantly teacher-centered, employed limited contextual learning materials, and inadequately addressed students’ difficulties in understanding abstract mathematical concepts, particularly systems of linear equations in two variables. This study aimed to develop and evaluate a Realistic Mathematics Education (RME)-based mathematics module in terms of its validity, practicality, and effectiveness in supporting students’ mathematical conceptual understanding. The study employed a Research and Development (R&D) approach based on Sugiyono’s development model, limited to six stages: identifying potentials and problems, collecting information, designing the product, validating the design, revising the design, and conducting product trials. The participants were Grade 10 students at SMKN 1 Tebo. Data were collected using validation sheets, student response questionnaires, and mathematical conceptual understanding tests. The results showed that the module attained a validity score of 87.84%, classified as very valid; a practicality score of 81.76%, classified as very practical; and an effectiveness score of 81.48%. These findings demonstrate that the developed RME-based mathematics module is valid, practical, and effective in supporting students’ conceptual understanding of systems of linear equations in two variables. The module offers an alternative instructional resource that promotes contextual, active, and meaningful mathematics learning by connecting abstract concepts with problems drawn from everyday life.
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