Junior high students taught with culture-based RME achieve higher post-test critical mathematical thinking scores than students taught with conventional mathematics education¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Post-test critical thinking scores were significantly higher for the RME culture-based group (60.48 of 100) than the conventional group (51.56 of 100), t-test sig. 0.000. → Palinussa 2013

Evidence¶

Palinussa 2013¶

Palinussa, A. L. (2013). Students' Critical Mathematical Thinking Skills and Character: Experiments for Junior High School Students through Realistic Mathematics Education Culture-Based. IndoMS Journal of Mathematics Education, 4(1), 75-94. https://jurnal.ugm.ac.id/jpm

q2 · i? · causal · r1

Quasi-experimental pretest-posttest study with control class of 106 grade 7 students in two Ambon junior high schools; t-test on post-test critical thinking scores showed a difference, with the RME group classified medium and the conventional group low. The article reports "Uji-t 0.000" in Table 2.

"further analysis on the whole there is a difference in post test of critical thinking skills mathematical between students who were treated with RME culture-based (60.48 out of 100) better then students who treated with conventional learning (51.56 of 100)"

Discussion¶

Related Claims¶

• Post-test critical thinking differences by early math skill level favor the RME group at every early math skill level — a narrower finding that bears on this claim
• Students taught with culture-based RME show better character than students taught with conventional mathematics education — related
• The gain (enhancement) in critical mathematical thinking skills is larger under culture-based RME than under conventional education — related
• Innovative learning models produce a large pooled effect on mathematical and statistical critical thinking compared with conventional instruction — a broader claim this one bears on
• Grade-ten students taught with problem-based learning achieved higher mathematics critical thinking scores than students taught with conventional learning — related
• Culture-based RME outperforms school level: low-school RME students outperformed medium-school conventional students in achievement and gain — related