AR-Assisted RME Model in Enhancing Mathematics Learning Outcomes and Literacy of Teacher Professional Education Students
), Acep Roni Hamdani(2), Beni Yusepa Ginanjar Putra(3)
| 
Country:
(1) Department of Mathematics Education, Universitas Pasundan, Indonesia
(2) Department of Elementary School Teacher Education, Universitas Pasundan, Indonesia
(3) Department of Mathematics Education, Universitas Pasundan, Indonesia
Corresponding Author
The purpose of this study is to develop AR media based on Realistic Mathematics Education (RME) that is valid, practical, and effective in improving learning outcomes and literacy of Teacher Professional Education (TPE) students in basic mathematics lessons. The novelty of the study lies in the combination of AR media and the appropriate RME model at the TPE student level. The research method used the ADDIE development model. The number of respondents was 50 TPE students from Pasundan University, which divided into two classes. The mean scores for validity, as assessed by material experts, were 92.11%; learning model experts, 92.22%; media experts, 92.39%; and lecturers, 92.39%, with all categories demonstrating very high validity. For the mean practicality of student assessment of AR media and RME models, the mean was 92.01%, which falls into a very good category. A significant increase was observed in small group trials using AR Media based on the RME model, which has been proven effective, as evidenced by a 29.6-point increase from pre-test scores of 61.2 to post-test scores of 90.8. In large group trials, differences in learning outcomes were found between students who used AR media based on the RME model, with a mean of 90.8, and students who used other media based on the discussion model, with a mean of 69.5. The difference proved effective and very significant, with a mean difference of 21.3. Conclusion: Using RME-based AR media in mathematics learning for TPE students is more effective than using media with other learning models. The implication of this study is that TPE lecturers should encourage the implementation of AR media based on the RME model in the learning process.
Keywords: design, mathematical literacy, AR media, RME.
Anugraheni, I., Gufron, A., & Purnomo, Y. W. (2025). The impact of realistic problem-based learning on mathematical connection abilities: evidence from elementary schools in Indonesia. Cogent Education, 12(1), 1–17. https://doi.org/10.1080/2331186X.2025.2523078
Aragón, E., Menacho, I., Navarro, J. I., & Aguilar, M. (2024). Teaching strategies, cognitive factors, and mathematics. Heliyon, 10(9), 1-10. https://doi.org/10.1016/j.heliyon.2024.e29831
Arciniegas-Romero, G., Narváez-Pinango, M., Pozo-Revelo, D., & Álvarez-Tinajero, N. (2025). Socio-emotional competencies of mathematics teachers in the learning environment of high school students: a systematic review. Cogent Education, 12(1), 1–21. https://doi.org/10.1080/2331186X.2025.2505267
Awaji, B. M., Khalil, I., & Al-Zahrani, A. (2025). A bibliometrics study of two decades of geogebra research in mathematics education. Journal of Educational and Social Research, 15(1), 130–150. https://doi.org/10.36941/jesr-2025-0011
Bognar, B., Mužar Horvat, S., & Jukić Matić, L. (2025). Characteristics of effective elementary mathematics instruction: a scoping review of experimental studies. Education Sciences, 15(1), 1–38. https://doi.org/10.3390/educsci15010076
Chen, X., Li, X., Zou, D., Xie, H., & Wang, F. L. (2025). Metacognition research in education: topic modeling and bibliometrics. Educational Technology Research and Development, 73(3), 1399–1427. https://doi.org/10.1007/s11423-025-10451-8
Engelbrecht, J., & Borba, M. C. (2024). Recent developments in using digital technology in mathematics education. ZDM - Mathematics Education, 56(2), 281–292. https://doi.org/10.1007/s11858-023-01530-2
Fajri, H. M., Marini, A., & Suyono. (2025a). Trends and patterns in realistic mathematics education research in elementary schools: A bibliometric approach. Social Sciences and Humanities Open, 12(June), 1-12. https://doi.org/10.1016/j.ssaho.2025.101730
Fajri, H. M., Marini, A., & Suyono. (2025b). Trends and patterns in realistic mathematics education research in elementary schools: A bibliometric approach. Social Sciences and Humanities Open, 12(June), 101730.1-12. https://doi.org/10.1016/j.ssaho.2025.101730
Hartono, S. (2025). Evolving trends in mathematical proof research in Indonesian mathematics education: A systematic review from design to data analysis. Multidisciplinary Reviews, 8(12), 1-10. https://doi.org/10.31893/multirev.2025372
Hermanu, A. I., Sari, D., Sondari, M. C., & Dimyati, M. (2024). Higher education research performance parameters classified by systems theory: antecedents for the development of assessment models. Journal of Science and Technology Policy Management, 15(4), 818–838. https://doi.org/10.1108/JSTPM-05-2022-0089
Hidayat, A., & Firmanti, P. (2024). Navigating the tech frontier: a systematic review of technology integration in mathematics education. Cogent Education, 11(1), 1-16. https://doi.org/10.1080/2331186X.2024.2373559
Kabuye Batiibwe, M. S. (2024). The role of ethnomathematics in mathematics education: A literature review. Asian Journal for Mathematics Education, 3(4), 383–405. https://doi.org/10.1177/27527263241300400
Kit Ng, D. T., Tsui, M. F., & Yuen, M. (2022). Exploring the use of 3D printing in mathematics education: A scoping review. Asian Journal for Mathematics Education, 1(3), 338–358. https://doi.org/10.1177/27527263221129357
Mai, D. T. T., Da, C. Van, & Hanh, N. Van. (2024). The use of ChatGPT in teaching and learning: a systematic review through SWOT analysis approach. Frontiers in Education, 9(February), 1–17. https://doi.org/10.3389/feduc.2024.1328769
Marougkas, A., Troussas, C., Krouska, A., & Sgouropoulou, C. (2023). Virtual reality in education: a review of learning theories, approaches, and methodologies for the last decade. Electronics (Switzerland), 12(13), 1–21. https://doi.org/10.3390/electronics12132832
Md Sabri, S., Ismail, I., Annuar, N., Abdul Rahman, N. R., Abd Hamid, N. Z., & Abd Mutalib, H. (2024). A conceptual analysis of technology integration in classroom instruction towards enhancing student engagement and learning outcomes. International Journal of Education, Psychology and Counseling, 9(55), 750–769. https://doi.org/10.35631/ijepc.955051
Mediana, N., Funa, A., & Dio, R. (2025). Effectiveness of inquiry-based learning (ibl) on improving students’ conceptual understanding in science and mathematics: a meta-analysis. International Journal of Education in Mathematics, Science and Technology, 13(2), 532–552. https://doi.org/10.46328/ijemst.4769
Mei, H., & Marini, A. (2025). Social sciences & humanities open trends and patterns in realistic mathematics education research in elementary schools : A bibliometric approach. Social Sciences & Humanities Open, 12(February), 101730.1-12. https://doi.org/10.1016/j.ssaho.2025.101730
Nhleko, N. M., Aroba, O. J., & Chisita, C. T. (2024). A systematic review of information and communication technologies (ICTs) on student motivation: researchers’ reflections on a selected higher education institution (HEI). Global Knowledge, Memory and Communication, 74(11), 77–100. https://doi.org/10.1108/GKMC-03-2024-0129
Nickow, A., Oreopoulos, P., & Quan, V. (2024). The promise of tutoring for PreK–12 Learning: A systematic review and meta-analysis of the experimental evidence. American Educational Research Journal, 61(1), 74–107. https://doi.org/10.3102/00028312231208687
Nkopodi, N., Jakovljevic, M., & Photo, P. (2024). Criteria for enhancing student wellbeing in STEM classrooms: ICT and indigenous knowledge in South African higher education. Discover Education, 3(1), 1–15. https://doi.org/10.1007/s44217-024-00251-2
Pascual, R. F., Caballero Mariscal, D., Pinto, M., & Marín-Jiménez, A. E. (2025). Attitudes of university students toward statistics as a pathway to data literacy: a meta-analysis. Journal of Statistics and Data Science Education, 9169(May), 1–19. https://doi.org/10.1080/26939169.2025.2475765
Reilly, S., Sheridan, L., & van der Jagt, E. (2025). Adult learners in a pre-university mathematics course: a scoping review. International Journal of Lifelong Education, 44(4), 358–382. https://doi.org/10.1080/02601370.2025.2459950
Researches, D. (2025). Pendekatan Pendidikan Matematika melalui Realistic Mathematics Education ( RME ) di Sekolah Dasar : Systematic Literature Review. 5(3), 1-17.
Risdiyanti, I., Zulkardi, Z., Putri, R. I. I., Prahmana, R. C. I., & Nusantara, D. S. (2024). Ratio and proportion through realistic mathematics education and pendidikan matematika realistik Indonesia approach: A systematic literature review. Jurnal Elemen, 10(1), 158–180. https://doi.org/10.29408/jel.v10i1.24445
Russo, J., Kalogeropoulos, P., Bragg, L. A., & Heyeres, M. (2024). Non-Digital games that promote mathematical learning in primary years students: a systematic review. Education Sciences, 14(2), 1–19. https://doi.org/10.3390/educsci14020200
Sad, N., & April, S. (2024). Abstracts from the 6th international scientific conference on exercise and quality of life. BMC Proceedings, 18(S11), 1–64. https://doi.org/10.1186/s12919-024-00297-y
Sadati, L., Edalattalab, F., Hajati, N., Karami, S., Bagheri, A. B., Bahri, M. H., & Abjar, R. (2024). OSABSS: An authentic examination for assessing basic surgical skills in surgical residents. Surgery Open Science, 19(May), 217–222. https://doi.org/10.1016/j.sopen.2024.04.008
Shvarts, A., Bos, R., Doorman, M., & Drijvers, P. (2024). Reifying actions into artifacts: process–object duality from an embodied perspective on mathematics learning. Educational Studies in Mathematics, 117(2), 193–214. https://doi.org/10.1007/s10649-024-10310-y
Sunzuma, G., & Umbara, U. (2025). Ethnomathematics-based technology in Indonesia: A systematic review. Asian Journal for Mathematics Education, 4(1), 129–153. https://doi.org/10.1177/27527263241305812
Tasarib, A., Rosli, R., & Rambely, A. S. (2025). Impacts and challenges of mathematical modelling activities on students’ learning development: A systematic literature review. Eurasia Journal of Mathematics, Science and Technology Education, 21(5), 1–17. https://doi.org/10.29333/ejmste/16398
Trapero-González, I., Hinojo-Lucena, F. J., Romero-Rodríguez, J. M., & Martínez-Menéndez, A. (2024). Didactic impact of educational robotics on the development of STEM competence in primary education: a systematic review and meta-analysis. Frontiers in Education, 9(December), 1–19. https://doi.org/10.3389/feduc.2024.1480908
Udeozor, C., Toyoda, R., Russo Abegão, F., & Glassey, J. (2023). Digital games in engineering education: systematic review and future trends. European Journal of Engineering Education, 48(2), 321–339. https://doi.org/10.1080/03043797.2022.2093168
Vuong, T. L., & Steklács, J. (2025). Trends in research on reciprocal teaching: a systematic review. Cogent Education, 12(1), 1-14. https://doi.org/10.1080/2331186X.2025.2491963
Yong, R., Wang, C., Barton, N., & Du, S. (2024). A photogrammetric approach for quantifying the evolution of rock joint void geometry under varying contact states. International Journal of Mining Science and Technology, 34(4), 461–477. https://doi.org/10.1016/j.ijmst.2024.04.001
Zuo, R., Wenling, L., & Xuemei, Z. (2025). Augmented reality and student motivation: a systematic review (2013-2024). Journal of Computers for Science and Mathematics Learning, 2(1), 38–52. https://doi.org/10.70232/jcsml.v2i1.23
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.