The Effect of RME-Learning Trajectory on Mathematical Reasoning Ability and Self-Efficacy in Learning Statistics Using Congklak Games
DOI:
https://doi.org/10.12928/ijeme.v8i1.28459Keywords:
Learning Trajectory, Realistic Mathematics Education, Self-efficacy, StatisticsAbstract
This research aims to determine whether there is an effect of learning trajectory with the traditional congklak game context on mathematical reasoning ability in terms of self-efficacy. This study adopts a quasi-experimental approach using a 2 × 3 factorial design. The target population included all eighth-grade students at SMP Negeri 2 Wonogiri. The research employed cluster random sampling, selecting learners from two classes. The data collection techniques used were documentation, self-efficacy questionnaire, and mathematical reasoning abilities test. This study employed a data analysis approach that involved a two-way analysis of variance. The results of the hypothesis testing concluded that (1) learners who were taught using an RME-based learning trajectory with the traditional congklak game context showed better mathematical reasoning abilities compared to those taught through direct learning in statistics; (2) learners with high self-efficacy have better mathematical reasoning abilities than those with moderate or low self-efficacy, while learners with moderate self-efficacy showed better mathematical reasoning abilities than those with low self-efficacy; (3) there was no significant interaction observed between the treatment and self-efficacy regarding learners' mathematical reasoning abilities.
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