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The document presents a review of an action research article that investigates the integration of Realistic Mathematics Education (RME) with Think Pair Share (TPS) to improve seventh-grade students' problem-solving abilities and mathematical beliefs regarding integers. The study utilized a quasi-experimental design with 67 participants and found significant improvements in the experimental group compared to the control group. The findings emphasize the effectiveness of innovative teaching strategies and the importance of fostering positive mathematical beliefs in students.

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11 views12 pages

Group2SubGroup3 1

The document presents a review of an action research article that investigates the integration of Realistic Mathematics Education (RME) with Think Pair Share (TPS) to improve seventh-grade students' problem-solving abilities and mathematical beliefs regarding integers. The study utilized a quasi-experimental design with 67 participants and found significant improvements in the experimental group compared to the control group. The findings emphasize the effectiveness of innovative teaching strategies and the importance of fostering positive mathematical beliefs in students.

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agyemangbismark154
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UNIVERSITY OF EDUCATION, WINNEBA

FACULTY OF SCIENCE EDUCATION


DEPARTMENT OF MATHEMATICS EDUCATION
COURSE CODE: EDP351
COURSE TITLE: RESEARCH METHODS IN MATHEMATICS
EDUCATION
LECTURER : MR. THOMAS MENSAH-WONKYI
GROUP: 2(SUBGROUP 3)

ASSIGNMENT TITILE : ACTION RESEARCH ARTICLE REVIEW AND SUMMARY


NAMES INDEX NUMBERS
MOHAMMED HAKIM 5230110042
EMMANUEL MBIR 5230110179
BAAH EDWARD ADJEI 5230110328
ANTHONY NEBULA BABLYN 5230110285
RICHARD AFFRANIE AGGREY 5230110092
BARBARA BILSON 5230110150
TIBU COURAGE 5230110032
BISMARK AGYEMANG 5230110233
AYAMGA ANDERSON 5230110018
TITLE AND AUTHORS
TITLE
Integrating Realistic Mathematics Education with Think Pair Share to Enhance
Problem-Solving Ability and Mathematical Beliefs in Integer Learning.

AUTHORS
Munira Alfisyahrina, Sugiman from Universitas Negeri Yogyakarta.
RESEARCH PROBLEM
The research addresses the challenges students face in understanding integer concepts,
particularly negative numbers, and the need for effective learning strategies to enhance
problem-solving abilities and mathematical beliefs.

Importance
 Integers, one of the number sets and their operations are the basis of more complex
materials in mathematics that require counting operations such as fractions, sets and
functions.
 Incorporating daily problems into mathematics learning can encourage students to
become familiar with problem-solving.
LITERATURE REVIEW

The literature review discusses the significance of problem-solving ability in mathematics education and its
correlation with students' mathematical beliefs. It references various studies that highlight the effectiveness of
Realistic Mathematics Education (RME) and collaborative learning models like Think Pair Share (TPS) in
improving students' engagement and understanding.
 Think pair share using realistic mathematics education approach in geometry learning. (Afthina,H.,
Mardiyana, & Pramudya, I. 2017).
 The effective of mathematical problem-solving ability and mathematical self concept on learning
achievement. (Agustina, T.R., Kism)
RESEARCH QUESTIONS OR OBJECTIVES

RESEARCH QUESTIONS
1. Can integrating Realistic Mathematics Education with Think Pair Share enhance problem-solving ability in
learning about integers?
2. Can integrating Realistic Mathematics Education with Think Pair Share improve mathematical beliefs in
learning about integers?
3. Is there a significant difference in problem-solving ability and mathematical beliefs between students who
learn with Realistic Mathematics Education and Think Pair Share, and those who do not?

RESEARCH OBJECTIVES

The study aims to analyze the effectiveness of integrating RME with TPS to enhance students' problem-solving
abilities and mathematical beliefs regarding integers. It seeks to investigate how these educational strategies
impact students' understanding and attitudes towards mathematics.
Research Methodology
 Type of Action Research Used: A quasi-experimental design with a pretest-posttest control
group was utilized.
 Participants: The study involved 67 seventh-grade students from a public junior high school in
East Lampung Regency, Indonesia.
 Research Design: Students were randomly assigned to either an experimental group
(integrating RME with TPS) or a control group (TPS alone).
 Data Collection Methods Used: Data were collected through a problem-solving ability test
consisting of essay questions and a questionnaire measuring mathematical beliefs with a Likert
scale.
IMPLEMENTATION OF ACTION
INTERVENTION OF STRATEGY APPLIED
The intervention strategy applied to address the problem of low problem-solving ability and mathematical beliefs in integer
learning is the integration of Realistic Mathematics Education (RME) with Think Pair Share (TPS). This approach involves using
real-life contexts and collaborative learning to enhance students' understanding of integer concepts and improve their
problem-solving abilities.

HOW IT WAS CARRIED OUT


The intervention was carried out through a quasi-experimental design with a pretest-posttest control group. The
experimental group consisted of 34 students who received the RME-TPS treatment, while the control group consisted of 33
students who received the TPS treatment alone. The treatment was administered over three sessions, each lasting 80
minutes, and covered topics such as introduction to integers, operations with integers, and factors of integers. Students'
problem-solving abilities and mathematical beliefs were assessed using pretest and posttest instruments, and the results
were analyzed using descriptive and inferential statistical methods.
DATA ANALYSIS AND FINDINGS
The data analysis utilized both descriptive and inferential statistics. The
results indicated a significant increase in problem-solving abilities and
mathematical beliefs in the experimental group compared to the control
group. Specifically, the posttest scores showed a notable enhancement in
both areas for students taught with the integrated approach.
REFLECTION AND CONCLUSION
 Effectiveness of RME approach: The researchers noted that the RME approach in the TPS setting was effective in improving
problem-solving ability and mathematical beliefs.
 Importance of mathematical beliefs: The researchers highlighted the importance of mathematical beliefs in influencing
problem-solving ability and overall mathematics learning.
 Need for teacher support: The researchers emphasized the need for teacher support in fostering mathematical beliefs and
problem-solving ability in students.

Implications for Mathematics Education


1. Incorporating RME approach: Teachers can incorporate the RME approach in their teaching practices to
improve problem-solving ability and mathematical beliefs in students.
2. Fostering mathematical beliefs: Teachers should focus on fostering positive mathematical beliefs in students,
such as confidence, interest, and motivation.
3. Providing scaffolding support: Teachers should provide scaffolding support to students as they engage in
problem-solving activities to help build their mathematical beliefs and problem-solving ability.
STRENGTHS AND WEAKNESSES
Strengths
1. Innovative approach: The study's use of the RME approach in a TPS setting is innovative and contributes to
the existing literature on mathematics education.
2. Mixed-methods design: The study's use of both quantitative and qualitative data collection and analysis
methods provides a comprehensive understanding of the research problem.
Weaknesses
1. Limited sample size: The study's sample size is limited, which may impact the generalizability of the
findings.
2. Limited geographical scope: The study was conducted in only one school in Indonesia, which may limit the
applicability of the findings to other contexts.
Critique
The study's sample size is limited, which may impact the generalizability of the findings.
PERSONAL REFLECTIONS
 The findings suggest that employing innovative teaching strategies like
RME integrated with collaborative learning models can significantly
enhance students' mathematical competencies.
Future research should explore the perceptions of students and the role
of prior knowledge to provide a more comprehensive understanding of
the learning process.

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