THE EFFECT OF THE REALISTIC MATHEMATIC EDUCATION LEARNING APPROACH USING INTERACTIVE VIDEO ON THE ABILITY OF UNDERSTANDING MATHEMATICAL CONCEPTS OF STUDENTS OF SMP NEGERI 1 COMAL
Keywords:
Realistic Mathematics Education, Interactive Video, Conceptual UnderstandingAbstract
This research was motivated by the low mathematical conceptual understanding of ninth-grade students at SMP Negeri 1 Comal on the topic of cylinders. Observations showed that only 50% of students achieved the Minimum Competency (KKM) of 75. Conventional learning and the lack of media utilization prevented students from fully understanding the concepts. Therefore, a contextual learning approach that actively engages students is needed, namely Realistic Mathematics Education (RME) with the aid of interactive videos. The research question was whether the RME approach with interactive videos influences students' conceptual understanding of cylinders. This study aimed to determine the effect of implementing RME with interactive videos on students' mathematical conceptual understanding. This quantitative study employed a quasi-experimental method using a Post-test Only Control Design. The sample consisted of two classes: an experimental class receiving RME with interactive videos and a control class receiving RME without videos. Data were collected through a post-test and analyzed using normality tests, homogeneity tests, and an Independent Samples t-test. The results showed a significance value (Sig. 2-tailed) of 0.000 < 0.05, indicating a significant difference between the experimental and control classes. The average conceptual understanding ability of students in the experimental class was higher than that of the control class. Thus, the interactive video-assisted RME approach significantly impacted students' mathematical conceptual understanding of the cylinder topic
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