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Design of Realistic Mathematics Education Approach to Improve Critical

Thinking Skills

Article in Universal Journal of Educational Research · June 2020

DOI: 10.13189/ujer.2020.080606

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Universal Journal of Educational Research 8(6): 2232-2244, 2020 [Link]
DOI: 10.13189/ujer.2020.080606

Design of Realistic Mathematics Education Approach to

Improve Critical Thinking Skills
Chairil Hikayat1, Suparman1,*, Yahya Hairun2, Hery Suharna2

1
Department of Mathematics Education, Universitas Ahmad Dahlan, Yogyakarta, Indonesia
2
Department of Mathematics Education, Faculty of Teacher Training and Education, Khairun University, Maluku Utara, Indonesia

Received January 14, 2020; Revised March 19, 2020; Accepted March 28, 2020

Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under
the terms of the Creative Commons Attribution License 4.0 International License

Abstract Critical thinking skills are skills needed in succeed in college, work, and life in the information age [4],
the modern era, especially in the industrial era 4.0, as today, in this case, schools can become facilitators to instill
having critical skills will facilitate students in solving 21st-century skills. Prepare students for mathematical
problems in life. The purpose of this study is to design literacy is equipping them with 21st-century competence
statistical material for RME-based teaching materials to [5]. 21st Century skills are also used by students in
improve students' critical thinking skills. The method used Thailand in the process of vocational-technical education
in this study is ADDIE. In the ADDIE method, there are and training, 21st-century makes students more mature in
five stages; (1) Analysis, (2) Design, (3) Development, (4) dealing with problems in the real world [6]. Mathematics is
Implementation, and (5) Evaluation. This research is only needed in calculations and thinking. The process required
limited to analysis and design. The subjects in this study individuals to solve problems [7][8]. Besides, mathematics
were seventh-grade students at Patuk 4 Public Middle is a universal language that allows humans to think, record,
School. Data collection instruments include observation communicate ideas about elements, and quantity [9]. The
sheets and interview guidelines and validation sheets. The importance of thinking skills will have an impact on life
results of this study indicate that the design of teaching because to survive and adapt to the environment is highly
materials has been adapted to the characteristic of students dependent on human thinking skills [10]. The skills that
using the ADDIE method. The design includes cover, can be developed at school are critical thinking. Critical
preface, concept map, Core Competencies (KI), Basic thinking has a great influence in determining one's success
Competencies (KD) and Competency Achievement in the future compared to IQ [11]. With critical thinking
Indicators, table of contents, module activities, evaluation, skills, students are expected to think rationally and
and summary. Teaching material in statistical learning is logically when solving a problem. The lack of critical
based on RME steps to improve students' critical thinking thinking skills will make it difficult for students to solve
skills. This research can be continued at the development, High Order thinking Skill (HOTS) type problems. The
implementation, and evaluation stages in learning. following skills can identify critical thinking skills: (1)
Interpretation, (2) Analysis, (3) Evaluation, and (4) Taking
Keywords ADDIE, Critical Thinking, E-Module, Conclusion [12]. However, the fact that student's critical
Realistic Mathematics Education thinking skills in Indonesia are still relatively low. It can be
seen from the results of the 2015 PISA (Program for
International Student Assessment). The PISA shows that
Indonesia ranks 63 out of 72 participating countries, with a
mathematical grade of 386 out of 500 (international value
1. Introduction standard) [13]. The cause of the low skills of students in
Critical Thinking is a process that involves reasoning solving problems is the lack of emphasis to develop critical
and analysis to conclude [1][2]. Critical thinking skills are thinking skills in learning mathematics when at school [14].
needed in the development of students because they can The teacher has not been able to make learning devices that
influence the development of thinking [3]. Critical thinking can make students accustomed to higher-order thinking
is one of the foundations of the 21st century's closeness. skills [15]. Based on the results of observations made by
21st Century skills are a set of skills that must be possessed researchers, the cause of low critical thinking skills of
by individuals, especially students because it will help students, especially in class VII in Patuk Gunung Kidul
 Universal Journal of Educational Research 8(6): 2232-2244, 2020 2233

Middle School can be found. There were several results easy to understand and attract student's interest because
obtained. Learning is still centered on the teacher so that they relate to everyday life, and the tools used are available
students become passive. Researchers give the test. The in the surrounding environment and provide direct benefits
resulting test shows that some students have not been able to life [20]. Teachers can also use the development of
to analyze the questions and make conclusions due to the teaching theory that is close to RME as a guide in teaching
lack of learning strategies. The teaching theory that and effective in improving student's mathematical
supports thinking skills during the learning process is one reasoning [21]. The use of realistic mathematical models
of the factors that affect low critical thinking skills. If can guide students to understand the concepts in solving
students do not immediately fix this, they will have problems gradually [22]. Also, the use of RME learning
difficulty in solving questions with type HOTS. Learning models can significantly improve student's mathematical
difficulties of students caused by learning disabilities are critical thinking compared to conventional learning [23].
internal factors, namely neurological dysfunction, and The results of another determination also mentioned that
other causes are external factors, including incorrect the development of learning tools that use realistic
learning strategies, learning management activities that do mathematics education approaches could improve student's
not encourage children's learning motivation [16]. Some of critical thinking skills [24]. Also, realistic mathematics
the results of the study above state that the critical thinking education helps teachers to teach mathematics to students
skills of mathematics from junior high school students who and successfully refine math skills [25]. Some relevant
get innovative mathematics learning are better than the findings regarding the analysis of the characteristics of
critical thinking skills of students who obtain conventional critical thinking skills and learning with the RME approach
learning. 21st Century skills are needed by students in provide predictions that learning with the RME approach
Thailand in the process of vocational education and plays a good role in improving student's critical thinking
technical training [17]. A mathematical model or approach skills.
is needed and encourages students to think critically. One With the problems that have been outlined in the
approach that can be used is realistic mathematics background, analyzing the needs of teaching theory that are
education. Both the form of teaching theory and learning suitable for students, designing teaching theory that is in
models are important steps in teaching mathematics. line with the RME learning model, and being able to foster
Realistic mathematics education (RME) will make student's critical thinking skills. The second is to produce a
mathematics learning more meaningful and justification. design of teaching material that is suitable for use.
RME brings fundamental changes in the teaching and
learning process of mathematics in the classroom. The
teacher no longer provides information directly but 2. Materials and Methods
provides problem assistance and activities. This problem
assistance and activities can be used by students to build an This type of research is development research. The
understanding of mathematical concepts that lead to the product that will be developed in this research is for
creation of formal mathematical knowledge and empathy. improving student's critical thinking skills for class VII,
The main principles in RME, namely: (1) Guided namely designing learning modules based on Realistic
discovery, (2) progressive mathematics, (3) Didactic Mathematics Education (RME). This research model uses
phenomenology, and (4) Self-developed models. In the ADDIE development model. The ADDIE model
implementing learning, RME provides five principles, consists of five stages, namely: Analysis, Design,
namely: (a) use of contexts (b) progressive mathematical (c) Development, Implementation, and Evaluation Model
contribute to students, (d) interactions, and (e) interrelation. (ADDIE), which includes five steps, namely analysis,
From the principles and characteristics of RME, learning design, development, implementation, and evaluation
can be made in realistic mathematics learning activities as [26-32]. The ADDIE model can be seen in Figure 1
follows: (a) understanding real problems, (b) solving real
problems, (c) comparing and discussing the answers (d)
concluding [18]. Although "realistic" in this approach
means the "real world" situation at RME, the word itself
has a broader meaning [19]. Although "realistic" in this
approach means the "real world" situation at RME, the
word itself has a broader meaning. This illustrates the
problem that students can imagine RME emphasizing
learning mathematics, which is ideal by doing mathematics
itself. Freudenthal saw mathematics as a human activity. In
the learning process, students are expected to rediscover
the mathematical concepts learned. Thus, the emphasis on
learning is the process. RME-based teaching theory will be Figure 1. ADDIE Model [25]
2234 Design of Realistic Mathematics Education Approach to Improve Critical Thinking Skills

Writing is limited to the design phase to determine understand. The result is that statistical material is the
module design based on Realistic Mathematics Education most chosen material by students. This can be seen in
(RME) to improve student's critical thinking skills. Data table 1:
collection techniques use observation, interviews,
Table 1. Difficulty level Math theory
questionnaires, and literature studies. Observation
guidelines are used to retrieve data about the student's No Theory Many choose
needs for learning media and find out what the teacher 1 Comparison 1
uses learning models. Interview guidelines are used to
2 Social arithmetic 2
determine the use of learning media during the learning
process and student's critical thinking skills. A literature 3 Lines and angles 3
study is conducted to find indicators of creative thinking 4 Squares and triangles 2
skills and learning models of Realistic Mathematics 5 Statistics 5
Education (RME). The subjects of this study were
students of class VIII SMP N 4 Patuk 2018/2019 school Lack of understanding of concepts, especially in
year. statistical material, has an impact on student's scores. The
average value of statistics material is lower than other
2.1 Analysis Phase materials. This is obtained from interviews with teachers.
Furthermore, an analysis of students is conducted.
Curriculum analysis of mathematics subjects for Students still find mathematics difficult. As a result,
seventh-grade junior high school students refers to the students cannot focus on learning and even have a chat
2013 curriculum as contained in the attachment to when learning takes place. Students only hear the
Permendikbud No. 21 of 2016. Some aspects are analyzed, explanation from the teacher without being actively
namely Core Competency (KI), Basic Competence (KD), involved when learning takes place. Based on the results
indicators of competency achievement (GPA), and that have been found, researchers provide a solution that is
learning materials. The analysis is used as a guideline in by providing a model or approach that can encourage
the preparation of teaching materials in the form of an students to be active, explore, find ideas, learn
E-Module approached Realistic Mathematics Education to independently and improve critical thinking skills. From
improve critical thinking skills. The lack of teaching the analysis of material requirements and learning models
materials that integrate critical thinking also becomes one from the interview above, it generates an idea that an
of the causes of the lack of critical thinking in students. E-Module with RME approach is needed. With the steps
Based on the results of interviews with mathematics on the RME, the real approach will help students
teachers and some students at SMPN 4 Patuk Gunung understand material concepts so students can develop
Kidul, the writer obtained some data. When explaining the critical thinking skills.
material, the teacher uses teaching materials that are used
in the form of books that are already in school and uses
conventional methods during the learning process. In 2.2. Design
terms of the curriculum of teaching materials available are The author makes a module design that is composed of
following KI, KD, along with indicators of their cover, preface, table of contents, to a bibliography. The
achievement, but the teaching materials used do not design of this module is based on indicators of practicality
emphasize the realistic concept. As a result, students do and validity. The author decides the module with the RME
not understand the concepts being taught. The researchers approach to improve student's critical thinking skills. The
gave questionnaires to 13 students with instructions to fill design can be seen in Figure 2.
in the material that was felt to be the most difficult to

Figure 2. The relation of the syntax of RME and student activities in Module to the indicators of critical thinking
 Universal Journal of Educational Research 8(6): 2232-2244, 2020 2235

The syntax that has been presented in Figure 2 shows

five stages, namely: the use of context, progressive
mathematics, student contribution, interactions, and
interrelation. In the use of context, the teacher gives
problems relating to the real world and the activities of
students observing what is conveyed by the teacher so that
in this process, there will be analysis activities by students.
In progressive mathematics, mathematics was built
through models. With this activity, students try to solve
problems through models created or developed as
mathematization so that they can foster analysis activities
in the process. In student contributions, the students play
an active role in the learning process. That means that all
thoughts or ideas of students are considered. The activities
of students can be in the form of discussion in the process
of students who will foster interpretation. In interactions,
there are interactions between teachers and students as
well as students with students as well as students. The
student interaction occurs in the form of comparing
answers and others. At this stage, an evaluation process
occurs to evaluate the credibility of the statement. In
interrelation, the aim is to address the linkages between
topics and the teacher who guides students to exploit, so
Figure 3. Design cover
that the learning process is meaningful. In this case, the
activities of students are to made conclusions. 2.2.2. Preference
2.2.1. Cover The introduction contains a statement of thanks to those
who have helped complete the student worksheet. The
The cover is the outside, which consists of a title, introduction can be seen in Figure 4.
author's name, and the image that represents the contents.
The following is the cover design, which can be seen in
Figure 3.

Figure 4. Preference
2236 Design of Realistic Mathematics Education Approach to Improve Critical Thinking Skills

2.2.3. Concept Map

The concept map contains an outline of the mapping of material to be studied. The concept map can be seen in Figure 5

Figure 5. Concept Maps

2.2.4. Basic Competencies (KD) and Core Competencies (KI)

KD and KI contain indicators about what students should get. Worksheets for Basic Competency (KD) and Core
Competence (IC) students can be seen in Figure 6.

Figure 6. Syllabus
 Universal Journal of Educational Research 8(6): 2232-2244, 2020 2237

2.2.5. Learning Activities Based on Realistic Mathematics Education

In learning activities, some activities adjust to the syntax of RME. The use of context or realistic problems is used as a
starting point for learning. Context is something that can be imagined by students. The goal is that the concepts conveyed
can be understood. Figure 7 is an example of a part of the contexts.

Figure 7. Example part of Context

In progressive mathematical, which is building mathematics through models, the use of models is regarded as a link
from real-world knowledge to the world of mathematics. Figure 8 is an example of a part of a progressive mathematical
model.

Interactivity

Figure 8. Example part of Progressive mathematics

In the contribution of students, students are allowed to develop various informal strategies that are used in the process
2238 Design of Realistic Mathematics Education Approach to Improve Critical Thinking Skills

of solving problems. In realistic mathematics, learning mathematics is a social activity. Listening to what others find and
discussing the findings, students will get ideas for solving their problems. Figure 9 is an example of a part of the results of
student construction and interactivity.

Figure 9. Example part of Contribute to Student and Interactivity

Next, to show the relationship, the teacher plays an important role in directing students to gain knowledge. Figure 10 is
an example of part of the interrelation.

InterrelationC
onstribute to
Student

Figure 10. Example part of Interrelation

2.2.6. Table Content

Table of contents is the page that is a guide to the contents in the book along with the appropriate page number. The
table of contents can be seen in Figure 11.
 Universal Journal of Educational Research 8(6): 2232-2244, 2020 2239

Figure 11. Table of content

2.2.7. Summary
The summary contains conclusions about the statistical material in a nutshell. The summary can be seen in Figure 12.

Figure 12. Summary

2240 Design of Realistic Mathematics Education Approach to Improve Critical Thinking Skills

2.2.8. Evaluation
The aim is to evaluate the learning outcomes of students in understanding the material that has been learned. The
evaluation in this study can be seen in Figure 13.

Figure 13. Evaluation

2.3. Develop Phase and a media expert validates the design. Some suggestions
are obtained. The researcher improves by the advice given
Table 2. Comments / input Expert media
by the expert. The list of improvements that have been
No Comments / Suggestions Follow-up given by media experts can be seen in Table 2.
Cover colors are too flashy, Cover repaired by After getting comments/suggestions from experts, the
1. fonts that are used too large reducing the color of the researchers then followed up on improving teaching
should be made simple blocking color theory, so that they would be better in the learning process,
The layout should be paid more
2 attention to make it more Layout improved
the following improvements have been made;
presentable and attractive
The background is too colorful, 2.3.1. Cover
3. so it prevents text material in Background replaced
Repairing the cover that is too flashy, the font used by
teaching material.
the cover, to make it more comfortable when viewed, can
The author designs a design. The design is developed, be seen in Figure 14.
 Universal Journal of Educational Research 8(6): 2232-2244, 2020 2241

Figure 14. Cover improvements

2.3.2. Layout
Correcting the layout of the module that is not suitable, the improvement results can be seen in Figure 15

Figure 15. Layout improvements

2.3.3. Background
Fix background that is too flashy. The improvement results can be seen in Figure 16
2242 Design of Realistic Mathematics Education Approach to Improve Critical Thinking Skills

Before

After
Figure 16. Background improvements
 Universal Journal of Educational Research 8(6): 2232-2244, 2020 2243

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