THE EFFECT OF INDONESIAN REALISTIC MATHEMATICS EDUCATION (IRME) APPROACH ON STUDENTS' LEARNING ACHIEVEMENT AND CRITICAL THINKING ABILITY

Abstract

The student's critical thinking process can lead to the achievement of critical thinking skills, which is also helpful for improving student achievement in mathematics. However, critical thinking skills and learning achievements have often not been achieved because the learning process is less supportive. So a solution is needed. One solution is to use the Indonesian Realistic Mathematics Education (IRME) approach for students. This study aims to determine the effect of the IRME approach on student achievement and critical thinking skills. This study uses a quasi-experimental design method that compares student achievement and critical thinking skills in the experimental and control classes. The instruments distributed were tests to measure learning achievement and questionnaires to measure students' critical thinking skills. The study's results prove that learning with IRME affects student achievement and critical thinking skills. The obtained significance value is lower than the p-value, which is 0.012, in statistical tests using MANOVA that support this conclusion.