Analysis of Students' Mathematical Reasoning Ability Using the Realistic Mathematics Education (RME) Approach Assisted by Scratch
DOI:
https://doi.org/10.26740/jrpipm.v10n2.p155-171Keywords:
Mathematical reasoning, Realistic Mathematics Education (RME), ScratchAbstract
This study was motivated by students’ low reasoning ability, which stem from a monotonous learning process that results in a lack of thinking activities, causing students to be passive or disengaged, as well as a lack of engaging and interactive learning media. Reasoning is an essential skill because it is one of the primary focuses of the Indonesian education curriculum. Reasoning involves the logical thinking process of gathering facts, analyzing them, and drawing conclusions. Based on this background, this study aims to describe students’ mathematical reasoning ability using the RME approach supported by Scratch. The RME approach emphasizes the use of real-world contexts; in this case, the researcher uses the context of grilled kemplang, which is closely related to the subjects’ daily lives. The novelty of this study lies in the application of RME supported by Scratch using the context of grilled kemplang. This is a qualitative descriptive study with 34 seventh-grade students as the research subjects; then, using purposive sampling, 3 students were selected as representatives of the categories of students’ mathematical reasoning abilities. Data were collected through observation, written tests to be analyzed based on scoring guidelines, and interviews to be transcribed and subsequently described. The results of the study indicate that after instruction using the RME approach with Scratch as a learning medium, students’ mathematical reasoning ability fell into the moderate category. Thus, instructional activities using the RME approach are effective in improving students’ mathematical reasoning ability and their active engagement in the learning process.
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