Realistic Mathematics Education to Improve Student's Numeracy Literacy on Social Arithmetic Topics

Abstract

Numeracy literacy is one of the abilities that students need to have today. Numeracy literacy skills require critical thinking skills. This study aims to describe the RME model and see its effectiveness in developing students' numeracy literacy in social arithmetic learning. This study used a quasi-experimental design with  a non-equivalent control group design. The instrument used was a numeracy test consisting of pretest and posttest questions. Observation sheets and field notes were used to obtain qualitative data on the implementation of the RME model. The results of data analysis with an independent sample t-test showed that students' numeracy literacy in learning with the RME model was better than that of students in learning with the conventional model. In learning with the RME model, students can be actively involved in the critical thinking process to solve contextual problems.