RME learning has a large positive overall effect on Indonesian students' mathematical literacy (g = 1.031)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i3large
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q3 i3 Across seventeen primary studies, RME learning yielded a statistically significant, robust positive effect on students' mathematical literacy proficiency (g = 1.031, p < 0.05). → Amelia Defrianti Putri 2024
Evidence¶
Amelia Defrianti Putri 2024¶
Amelia Defrianti Putri, Dadang Juandi, Turmudi. (2024). Realistic mathematics education and mathematical literacy: a meta-analysis conducted on studies in Indonesia. Journal of Education and Learning (EduLearn), Vol. 18, No. 4. https://doi.org/10.11591/edulearn.v18i4.21650
q3 · i3 · quant-synthesis · r2
Random-effects meta-analysis of seventeen experimental studies with control groups, published 2014–2023 in Indonesia, computed in CMA software using Hedges' equation. The pooled effect size was "g = 1.031", with the Z test significant below the 0.05 threshold (overall Z = 8.413, p = 0.000).
"Therefore, the collective impact size of RME learning on the mathematical literacy proficiency of the students was determined to be g = 1.031, indicating a substantial positive effect."
Discussion¶
Related Claims¶
- Education level does not significantly moderate the effect of RME on mathematical literacy — related
- Implementing RME has a large positive overall effect on students' mathematical abilities compared to conventional approaches (g = 0.97) — related
- PISA content domain does not significantly moderate the effect of RME on mathematical literacy — related
- Class capacity does not significantly moderate the effect of RME on mathematical literacy — related
- Geographical location does not significantly moderate the effect of RME on mathematical literacy — related
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