THE EFFECT OF THE REALISTIC MATHEMATICS EDUCATION APPROACH ON THE NUMERACY LITERACY SKILLS OF PRIMARY SCHOOL TEACHER EDUCATION STUDENTS AT BATTUTA UNIVERSITY

Abstract

This study aimed to examine the effect of the Realistic Mathematics Education (RME) approach on the numeracy literacy skills of students in the Primary School Teacher Education Program at Universitas Battuta. The study employed a quantitative approach using a quasi experimental method with a nonequivalent control group design. The sample consisted of 60 students, comprising 30 students in the experimental class and 30 students in the control class. The research instrument was a contextual essay test designed to measure numeracy literacy skills and had met the criteria of validity and reliability. Data were analyzed using descriptive and inferential statistics through the Independent Samples t Test after fulfilling the assumptions of normality and homogeneity. The results indicated that the experimental class achieved a higher posttest mean score of 86.27 compared to 74.13 in the control class. Furthermore, the normalized gain score of the experimental class was 0.65, while the control class obtained 0.35. The hypothesis testing revealed a significance value of 0.000 (p < 0.05), indicating a statistically significant effect of the Realistic Mathematics Education approach on students' numeracy literacy skills. These findings suggest that integrating real world contexts into mathematics instruction effectively enhances students' ability to understand, analyze, and apply mathematical concepts to solve contextual problems. Therefore, the Realistic Mathematics Education approach can serve as an effective instructional alternative for improving the numeracy literacy skills of prospective primary school teachers.