Differences of Student Learning Outcomes with Realistic Mathematics Education Model in Rural Context and Conventional Education Model of Flat Materials In 8th Class of Amahai Christian Middle School

Abstract

Mathematics learning in schools has tended to use
conventional learning. This study aims to determine the differences in
learning outcomes of students of 8th class in Amahai Christian Middle
School who are taught with Realistic Mathematics Education model
in a Rural context with a conventional Education model. This study
used pretest and posttest. Pretest value is used to determine the initial
ability of students in the experimental class and control class. By using
a statistical prerequisite test for normality, homogeneity and
difference test for prettest values. The results of the prettest normality
test for the experimental class with sig = 0.116> α = 0.05 and the
control class with sig = 0.108> α = 0.05, the data is normally
distributed. Then proceed with the prettest homogeneity test. Both
classes show homogeneous variants with values of sig 0.016> α =
0.05. After the second prerequisite test was fulfilled, then it continued
with one-way ANOVA test with a value of sig = 0.117> α = 0.05, so
it can be concluded that there is no difference in the initial ability of
the two classes. Then the treatment was carried out for the
experimental class and control class, after that the posttest was then
analyzed with normality test with sig = 0.138> α = 0.05 for the
experimental class and sig = 0.060> α = 0.05. For the control class,
the data was normally distributed. Then proceed with the posttest
homogeneity test. It showing homogeneous variance with sig = 0.522>
α = 0.05. After the second prerequisite test is fulfilled, then it is
continued with one-way ANOVA test with sig = 0.01 <α = 0.05. So,
it can be concluded that there are significant differences in learning
outcomes between students taught with Realistic Mathematics
Education in a rural context better than Conventional Education