Research Article
The Effect of the Realistic Mathematics Education Learning Approach on Students' Conceptual Understanding Ability in Terms of Mathematical Anxiety
@INPROCEEDINGS{10.4108/eai.13-12-2024.2355556, author={Viviana Murni and Yakobus Frediki Harjo}, title={The Effect of the Realistic Mathematics Education Learning Approach on Students' Conceptual Understanding Ability in Terms of Mathematical Anxiety}, proceedings={Proceedings of the 4th International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2024, 13-14 December 2024, Ruteng, East Nusa Tenggara, Indonesia}, publisher={EAI}, proceedings_a={ICEHHA}, year={2025}, month={5}, keywords={realistic mathematics education conceptual understanding anxiety}, doi={10.4108/eai.13-12-2024.2355556} }- Viviana Murni
Yakobus Frediki Harjo
Year: 2025
The Effect of the Realistic Mathematics Education Learning Approach on Students' Conceptual Understanding Ability in Terms of Mathematical Anxiety
ICEHHA
EAI
DOI: 10.4108/eai.13-12-2024.2355556
Abstract
This study analyzed the effect of using the Realistic Mathematics Education (RME) approach on students' mathematical understanding abilities in terms of mathematical anxiety using a posttest-only group control design. This study involved all eighth-grade students of SMP Santu Klaus Kuwu Indonesia. The sample selection used purposive sampling. The instruments used were posttest questions on conceptual understanding abilities and non-test instruments in questionnaires to assess mathematical anxiety. Based on the study's results, several important conclusions were obtained, namely that the RME approach significantly affected students' mathematical understanding abilities, with a significance value of 0.000. In addition, mathematical anxiety also had a significant effect on students' mathematical understanding abilities in the experimental and control classes, with a significance value of 0.000. However, the interaction between the application of the RME approach and mathematical anxiety on students' abilities to understand mathematical concepts was not significant, with a significance value of 0.563. Thus, the RME approach effectively improves students' understanding of mathematical concepts regardless of their level of anxiety.
