The effect of a Realistic Mathematics Education (RME) approach and reasoning ability on students' conceptual and procedural understanding
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Abstract
This research aimed to test the conceptual understanding and procedural understanding of mathematics in groups of students who have high reasoning abilities and low reasoning abilities by following the RME approach and lecture method. This research used a 2X2 factorial quasi-experimental design with the independent variables being the RME approach and the lecture method. Data collection was carried out using tests of reasoning ability, conceptual understanding, and procedural understanding instruments. The pretest and posttest data were analyzed using the MANCOVA test. Based on the results of the research there is a significant difference in the conceptual understanding and procedural understanding of mathematics in groups of students who have high reasoning abilities and low reasoning abilities by following the RME approach and lecture method. Based on the results of this research, it was concluded that using the RME approach and high reasoning abilities can improve the conceptual understanding and procedural understanding of mathematics for class VII students. This research implies that the RME approach can be used as a way to improve students' conceptual understanding and procedural understanding of mathematics.
Keywords: Conceptual understanding; mathematics; procedural understanding; reasoning ability; RME approach.
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