JTAM (Jurnal Teori dan Aplikasi Matematika)

http://journal.ummat.ac.id/index.php/jtam
p-ISSN 2597-7512 | e-ISSN 2614-1175
Vol. 7, No. 2, April 2023, pp. 324-338

The Effect of Realistic Mathematics Education in Enhancing

Indonesian Students' Mathematical Reasoning Ability:
A Meta-Analysis
Chelsi Ariati1*, Dadang Juandi2, Aan Hasanah3, Suparman4
1,2,3,4Departement
of Mathematics Education, Universitas Pendidikan Indonesia, Indonesia
chelsiariati@upi.edu1, dadang.juandi@upi.edu2, aanhasanah@upi.edu3, arman95@upi.edu4

ABSTRACT
Article History: Many researchers have carried out meta-analysis studies related to realistic
Received : 17-11-2022 mathematics education (RME) to enhance mathematical ability. However, their
Revised : 22-03-2023 research does not focus on mathematical reasoning ability (MRA). This study aims
Accepted : 23-03-2023
to estimate and examine the effect of RME implementation in enhancing the MRA
Online : 06-04-2023
of Indonesian students, as well as to explore the moderating factors that influence
Keywords: students' heterogeneous MRA. The meta-analysis examined twenty-five relevant
Mathematical primary research published in national and international journals and sessions
Reasoning; between 2010 and 2022. The steps of this research are formulate the problem,
Meta-Analysis; inclusion criteria, literature search strategy, study selection, data extraction,
Realistic Mathematics statistics analysis, interpretation and reporting. To calculate the effect size, the
Education; analytical tool employed the Comprehensive Meta-Analysis (CMA) program using
the Hedge formula. Based on the random effect model, the total RME
implementation had a very high effect (g = 1,064; p<0,05), significantly enhancing
the MRA of Indonesian students. Furthermore, class capacity, educational level,
and technological assistance did not influence students' heterogeneous MRA in
the RME. These findings imply that Indonesian math educators should consider
RME as one of the best ways to implement mathematics learning in the classroom
to enhance students' MRA.

https://doi.org/10.31764/jtam.v7i2.12493 This is an open access article under the CC–BY-SA license

——————————  ——————————

A. INTRODUCTION
According to the NCTM (National Council of Mathematics Teachers), one of the standard
abilities that students must know is mathematical reasoning (NCTM, 2014). The reasoning is
an essential ability that must be applied and developed in students (Siallagan et al., 2021). In
other literature, it is revealed that for students involved in mathematical reasoning, it will
provide a strong foundation for understanding mathematical ideas and materials (Lestari &
Jailani, 2018). Mathematical content will be frequently accomplished if reasoning abilities are
developed, and reasoning skills may be developed by studying mathematics (Bragg et al.,
2016). Therefore, teachers must pay close attention to their students' reasoning abilities in
teaching and learning mathematics. Conceptual understanding, procedural fluency, and
adaptive reasoning are part of mathematical abilities that must be developed when students
are learning mathematics in addition to strategic competence or problem-solving and
productive disposition (Kilpatrick et al., 2001). Mathematical reasoning involves several

324
 Chelsi Ariati, The Effect of Realistic... 325

activities, such as specializing (making) experiments, determining patterns/relationships,

generalizing guesses, and convincing (Barnes, 2019).
Scientists who work with mathematics educators chose the Realistic Mathematics
Education (RME) method as one alternative for developing and enhancing mathematical
reasoning abilities that are still low. RME approach was chosen as one solution because it
provides students with a comprehensive and practical knowledge of the link maths and
everyday life, as well as the mathematics' wide relevance to people, so that students are more
motivated and understand better since learning is connected to ordinary life, even if the
learning results of each sample differ (Wajdih et al., 2020). As a result, many schools use RME
paradigm to teach mathematics at all levels of formal education for improvement and enhance
students' mathematical reasoning abilities.
Until now, researchers in Indonesia and other countries have extensively examined the
mathematical reasoning ability supported by RME approach. However, according to multiple
studies reported in various journals, RME method has a considerable significant impact on
boosting MRA of students (Fajriani et al., 2020; Merina et al., 2019; Septianawati & Abdillah,
2020; Triyani, 2017). Other researchers, on the other hand, contend that RME has no
substantial influence on students' mathematical thinking ability (Alvira, 2021; Zaini &
Marsigit, 2014). Inconsistent findings from this research give ambiguous and erroneous
information regarding the RME's method efficiency on students' MRA. In contrast,
policymakers in the educational field, particularly maths teacher, require clear and exact
information for example: at what educational level, what class capacity, and whether or not
the approach is technological assistance, which affects the effect size heterogeneity of the
RME approach in improving students' reasoning abilities.
Based on this, it is necessary to organize data from several articles found and reviewed to
obtain as much information as possible, especially how much effect the RME approach has on
mathematical reasoning abilities with meta-analysis studies. Meta-analysis is an overall and
empirical review of quantitative studies by summarizing effect sizes based on measures of
central tendency and evaluating representations of research error or bias (Siddaway et al.,
2019). The effect size is an index that measures the relationship between two variables or the
difference between two groups (Borenstein, 2009).
Previous meta-analysis research on the efficiency of the RME method have been
conducted, such as the Tamur et al. (2020), which assessed RME's application influence on
students' MRA. This discovery also demonstrates that RME may be used at many levels of
schooling. Tamur et al. (2020) did not precisely investigate the mathematical skills that RME
applies. Widana (2021) performed the following study, which looked at the impact of RME on
learners' mathematical problem-solving abilities in Indonesia. Each article's effect size and
interval values varied substantially in this study, with a medium effect size of 0.42. Widana
(2021) study solely looks at the effect of RME on problem-solving abilities from 2016 to 2021
and does not look at other moderator factors. As a result, researchers are eager to investigate
the impact of RME on mathematical reasoning abilities from 2010 to 2022, as well as features
such as educational level, class capacity, and technological assistance, using Comprehensive
Meta-Analysis Software (CMA).
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The next similar research is the research conducted by Juandi dkk. (2022) who examined
a meta-analysis of the last two decades of realistic mathematics education approaches. This
study examined 54 effect sizes from 38 individual studies conducted in the last two decades
with the databases ERIC, Sage Publications, Springer Publications, Semantic Scholars, and
Google scholars. The results of this study are the overall effect size of 0.97 using the estimated
random effects model. This shows that the application of RME has a significant positive effect
on students' mathematical abilities. The moderator variables analyzed in this study were
sample size, treatment duration, learning mix, and education level. The difference between
this research and the study that the author conducted is that this study is devoted to
discussing mathematical abilities in terms of reasoning and solving mathematical problems of
students, the range of years of study increases, there is an increase in the number of articles,
in previous studies there was no moderator variable for technological assistance status, so the
authors added a variable moderator in the form of technological assistance status.
This research will give detailed information on the impact of RME on student MRA in
Indonesia. This research attempts to estimate and examine the effect of RME implementation
in enhancing the MRA of Indonesian students, as well as to explore the moderating factors
that influence students' heterogeneous MRA. As a result, it might be considered for educators
to carry out the most effective learning approach to teach and strengthen students' ability to
think.

B. METHODS
The research methods used in this study was meta-analysis. This study used a meta-
analysis to synthesize several relevant primary studies utilizing quantitative methods. There
were various advantages to doing a meta-analysis. More openness, identifying and eliminating
bias, better-estimating population characteristics, analyzing results in a variety of fields,
presenting clear proof of substantial rejection, and offering a methodical approach throughout
the synthesis procedure are among the benefits (Litte et al., 2008; Shelby & Vaske, 2008). The
population in this study were studies in the form of national and international journal
proceedings and journal articles regarding the use of the RME approach to students'
mathematical reasoning and problem solving abilities from 2010-2022. The sample taken is a
study of the RME approach to reasoning and problem solving abilities with inclusion criteria.
The instrument in this study used a coding data sheet which had been validated by two meta-
analyst experts to obtain the final schematic on the coding sheet. Bernard et al. (2014);
Borenstein (2009); Cooper (2017) indicated in their research that the There were several
steps to the meta-analysis investigation, as seen in the flowchart in Figure 1.
 Chelsi Ariati, The Effect of Realistic... 327

Figure 1. Flowchart showing the steps of a meta-analysis

As a result, these steps were employed in this investigation. In this section, the
researchers discuss several phases, considering eligibility criteria and strategies for searching
the literature, extraction of data, selection of study, and analysis of statistic. The formulation
of the problem in this study is whether the use of the Realistic Mathematics Education
Approach has a positive effect on the submission of students' mathematical reasoning abilities
and problem solving abilities in terms of the studies analyzed and whether there are
differences in the effect size of the application of the Realistic Mathematics Education
Approach to marketing reasoning abilities and solving abilities students' mathematical
problems in terms of educational level, sample size and based on technology or non-
technology. For the interpretation and repotting stages can be seen in the results and
discussion section
1. Inclusion Criteria
Preliminary research on the influence of RME adoption on improving MRA was still broad
and universal. To narrow the scope of this meta-analysis, the inclusion criteria were defined
using the PICOS technique (Population, Interventions, Comparator, Outcomes, and Study
Design) (Liberati, et al., 2009), specifically:
a. The primary study's population consisted of students in Indonesia.
b. The preliminary study's intervention was the application of RME.
c. In the primary research, the intervention's comparator applied traditional learning.
d. MRA was the prior study's result.
e. The main research used a quasi-experimental study design using a causal-comparative
approach.
f. The preliminary study presented statistical data in the intervention and comparison
groups, class capacity, t-value, p-value, mean, standard deviation are some examples.
g. The preliminary study was national and international publications between 2010 and
2022.

The primary studies that did not meet the inclusion criteria in the study selection
approach were deleted.
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2. Literature Search Strategy

Using internet resources such as Google Scholar, Educational Resources Information
Center (ERIC), Semantic Scholar, and Directory Open Access Journal (DOAJ), we searched for
RME implementation literature to improve Indonesian students' reasoning ability. Search
terms for this type of material included "Realistic Mathematics Education" and "Mathematical
Reasoning Ability" or "Mathematical Reasoning Skills." As a result, keywords and databases
might help in locating and acquiring some primary research that meets the inclusion
requirements.

3. Study Selection
The inclusion criteria were used help guide the selection of primary researches and
proposed in their literature that the primary research be selected in four phases directed by
PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis), namely: (1)
identification; (2) screening; (3) eligibility; and (4) inclusion (Liberati et.al, 2009; Juandi &
Tamur, 2020). As a result, these phases were utilized to identify papers for this meta-analysis.

4. Extracting Data
Authors, statistical information, sampling method, research region, year of publication,
and type of publication were retrieved from study papers that matched the criteria of
inclusion and went as a result of study selection step. The data extraction technique includes
two coding specialists in meta-analysis to guarantee that the information or data obtained
from the process of extraction was legitimate and reliable (Nugraha & Suparman, 2021). Thus,
reliable and credible data increased the likelihood that this meta-analysis would produce
outstanding findings.

5. Statistical Analysis
Because the class capacitys in the intervention group (RME) in this meta-analysis were
relatively modest, effect sizes were computed using Hedge's g equation (Borenstein, 2009;
Harwell, 2020). The collected effect sizes were interpreted using Thalheimer & Cook (2002)
classification. The following shows the categorization of effect sizes, as shown in Table 1.

Table 1. The Classification of Effect Size in Thalheimer & Cook’s Study

Effect Size (ES) Interpretation
−0,15 ≤ 𝐸𝑆 < 0,15 Ignored
0,15 ≤ 𝐸𝑆 < 0,40 Low
0,40 ≤ 𝐸𝑆 < 0,75 Medium
0,75 ≤ 𝐸𝑆 < 1,10 High
1,10 ≤ 𝐸𝑆 < 1,45 Very High
1,45 ≤ 𝐸𝑆 Excellent

Every publishing of study findings was tainted by publication bias. As a result, publication
bias and sensitivity analyses were necessary to guarantee that the statistical data contained in
each main study was reliable (Furuya-Kanamori & Doi, 2020;Bernard et al., 2014). In this
meta-analysis research, funnel plots were employed, and fill and trim tests (Harwell, 2020).
 Chelsi Ariati, The Effect of Realistic... 329

Furthermore, the evidence on effect size stability and normality were tested using analysis of
sensitivity in the CMA software's "One study removed" option (Bernard et al., 2014).
Meta-analysis research included two impact models: fixed effect models and random
effect models (Borenstein, 2009; Cheung, 2015). This study uses a random effect estimation
model, this is due to variations in the effect size and moderator variables to be analyzed
(Haidich, 2010; Paloloang et al., 2020). The discovery of heterogeneous effect size data
suggested that a study characteristics analysis was necessary to investigate the variables most
likely to cause heterogeneity in effect size data (Borenstein, 2009; Siddiq & Scherer, 2019). In
addition, in the null hypothesis study, the p-value of Z statistics was utilized to explain the
substantial influence of RME deployment on improving Indonesian students' MRA.

C. RESULT AND DISCUSSION

The investigation's search yielded 213 abstracts from Semantic Scholar, Google Scholar,
Education Resources Information Center (ERIC), and Directory Open Access Journal databases
(DOAJ). 213 main study titles were discovered, including 147 from the Google scholar
database, 49 from the Semantic scholar database, eight from the DOAJ database, and nine
from the ERIC database. Description of the primary study search and selection results
visualization is presented in Figure 2.

Record identified through database searching (n=213)

Records after duplicates removed (n=170)

Records exluded based on abstract and study design not quasi-experimental (n=134)

Full text article assessed for eligibility (n=36)

Full text article exluded (n=11), did not provide all statistical data (n=6), and control class not
conventional learning (n=5)

Studies included in the meta-analysis (n=25)

Figure 2. Flowchart for Primary Study Selection

1. Extracting Data Results

The findings of the twenty-five primary studies that met the inclusion criteria as well as
the study selection would be obtained. The following shows the findings of data extraction
from twenty five preliminary studies, as shown in Figure 2.
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Table 2. Extraction of Data from Twenty-Five Primary Studies

Statistical Data
Studies RME Conventional Learning T-Value P-Value
Mean SD SS Mean SD SS
Merina et al., 2019 52.936 14 31 58.71 16.787 31
Zaini & Marsigit, 2014 50.09 13.9 32 38.28 16.64 32
Raharjo et al., 2018 19.97 3.861 33 16.25 2.94 32
Fajriani et al., 2020 69 11.34 28 60.61 17.468 28
Alvira, 2021 78.71 12.85 35 83.57 11.73 35
Pertiwi, 2019 25.49 3.023 35 20.65 5.48 34
Amir et al., 2021 54.85 18.5 33 20.64 5.48 34
Kusumaningrum, 2016 14.88 2.91 43 9.37 1.84 41
Fendrik, 2021 14.3556 2.67272 45 11.3077 2.15399 39
Hartriani & Veronica, 2015 75.87 5.38 39 72.05 4.13 38
Putri, 2013 5.78 1.92 41 2.01 5.44 41
Nurhafizah & Fauzan, 2019 71.25 17.57 30 55.44 16.35 31
Fauzan et al., 2018 11.52 6.85 29 5.41 3.15 29
Mendrofa, 2021 77.48 8.46 25 65.92 7.32 25
Apriani et al., 2019 88.5 8.283 35 82.033 10.788 35
Dani et al., 2017 7.31 2.2 32 5.69 2.68 32
Fuadi et al., 2016 36 36 3.771
Nasution & Dur, 2017 26 25 1.792
Febrian et al., 2016 32 32 9.32
A Herwati, 2015 35 34 5.25
Laurens et al., 2018 25 25 3.32
Fatmawati & Hasanah, 2018 20 20 2.174
Ardiniawan et al., 2022 39 39 12.078
Nuraida, 2018 32 32 0.00
Lestari et al., 2016 36 36 0.04

2. Analysis of Publication Bias and Sensitivity

The following is the Hedge Standard Error Funnel Plot, as shown in Figure 3.

Funnel Plot of Standard Error by Hedges's g

0.0

0.1
Standard Error

0.2

0.3

0.4

-3 -2 -1 0 1 2 3

Hedges's g

Figure 3. Hedge's Standard Error Funnel Plot

The funnel plot graphic illustrates the distribution data of effect size from the primary
studies in this meta-twenty-five analysis. Figure 3 depicts the data on effect size distribution
from the twenty-five prior studies included in this investigation. The fill and trim test findings
in Table 3 reveal that no impact size data in this meta-analysis research should be added or
cut. This conclusion interprets significant evidence from the twenty-five main studies of the
 Chelsi Ariati, The Effect of Realistic... 331

distribution symmetry of impact size data. The following shows the results of the fill and trim
experiments, as shown in Table 3.

Table 3. The Fill and Trim Test Result

Studies Random Effect Model Fixed Effect Model Q-
Trimmed Hedge's g 95% Cl Hedge's g 95% Cl Value
Observed
1.064 [0.773;1.354] 0.981 [0.876;1.085]
Values
0 184.644
Adjusted
1.064 [0.773;1.354] 0.981 [0.876;1.085]
Values

As a result, examination of multiple publication bias offered significant indication that the
data on effect size from the twenty-five meta-analysis comprised primary studies were free of
publication bias. Outliers can significantly contribute to the distortion of averages and
variation in a collection of effect sizes. As a result, A sensitivity analysis might be used to
discover factors that may produce a grouping of aberrant effect sizes (Bernard et al., 2014).
The total effect incorporated in the model of random effects was g = 1.064; 95% CI =
[0.773;1.354]; n = 25; SE = 0.148, as shown in Table 4. The greatest mean produced by
utilizing the tool "One study removed" in CMA software with the random effect model was g =
01.354; n = 25; SE = 0,148, while the lowest average was g = 0,774; n = 25; SE = 0,148. These
findings imply that the effect size collection is highly robust and appropriate and that it is
unaffected by an unusual combination of effect size and class capacity.

3. Each Primary Study's Overall Effect Size

The following shows the total effect of RME adoption in enhancing each study's MRA of
Indonesian students, as shown in Table 4.

Table 4. Each Primary Study's Overall Effect Size

Statistic for Each Study
Study Name Hedge's Standard Lower Upper Z- P-
Variance
g Error Limit Limit Value Value
Merina et al., 2019 -0.369 0.253 0.064 -0.865 0.127 -1.458 0.145
Zaini & Marsigit, 2014 0.761 0.256 0.066 0.259 1.263 2.973 0.003
Raharjo et al., 2018 1.069 0.262 0.069 0.554 1.583 4.073 0.000
Fajriani et al., 2020 0.562 0.269 0.072 0.035 1.089 2.090 0.037
Alvira, 2021 -0.391 0.239 0.057 -0.858 0.077 -1.637 0.102
Pertiwi, 2019 1.086 0.255 0.065 0.585 1.586 4.251 0.000
Amir et al., 2021 2.495 0.324 0.105 1.860 3.129 7.707 0.000
Kusumaningrum, 2016 2.231 0.276 0.076 1.689 2.773 8.071 0.000
Fendrik, 2021 1.235 0.237 0.056 0.771 1.699 5.214 0.000
Hartriani & Veronica, 2015 0.787 0.234 0.055 0.328 1.247 3.358 0.001
Putri, 2013 0.916 0.230 0.053 0.464 1.367 3.978 0.000
Nurhafizah & Fauzan, 2019 0.920 0.266 0.071 0.398 1.442 3.457 0.001
Fauzan et al., 2018 1.131 0.280 0.078 0.583 1.679 4.045 0.000
Mendrofa, 2021 1.438 0.313 0.098 0.824 2.053 4.590 0.000
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Apriani et al., 2019 0.665 0.243 0.059 0.189 1.141 2.737 0.006
Dani et al., 2017 0.653 0.254 0.064 0.156 1.150 2.574 0.010
Fuadi et al., 2016 0.879 0.244 0.060 0.400 1.358 3.598 0.000
Nasution & Dur, 2017 0.494 0.280 0.078 -0.055 1.043 1.764 0.078
Febrian et al., 2016 2.302 0.320 0.102 1.675 2.929 7.194 0.000
A Herwati, 2015 1.250 0.261 0.068 0.739 1.761 4.793 0.000
Laurens et al., 2018 0.924 0.293 0.086 0.349 1.499 3.151 0.002
Fatmawati & Hasanah, 2018 0.674 0.319 0.102 0.049 1.299 2.112 0.035
Ardiniawan et al., 2022 2.708 0.312 0.097 2.097 3.319 8.682 0.000
Nuraida, 2018 2.061 0.307 0.094 1.459 2.662 6.716 0.000
Lestari et al., 2016 0.488 0.237 0.056 0.024 0.952 2.062 0.039
Combine Effect 1.064 0.148 0.022 0.774 1.354 7.187 0.000

According to Table 4, the range of impact sizes of RME implementation in improving MRA
of Indonesian students was between -0,391 and 2,708. According to the effect size
categorization, there were two studies with insignificant effect sizes, six studies with
moderate effect sizes, eight studies with high effect sizes, four studies having extremely high
effect sizes, and five research with ideal effect sizes. A null hypothesis study was performed to
examine if the deployment of RME significantly improves the MRA of Indonesian students.
The following shows the findings of the null hypothesis test, as shown in Table 5.

Table 5. The Random Effect Model based the Null Hypothesis Analysis result
Number Standard Null Hypothesis Test
Hedge's g Variance 95% Cl
Studies Error Z-Value P-Value
25 1.064 0.148 0.022 [0.774; 1.354] 7.187 0.000

According to Table 5 contains an analysis of the null hypothesis test, the application of
RME considerably improved the Indonesian students' MRA throughout the twenty-five main
studies examined. The twenty-five prior studies' effect size was 1,064, indicating a large
impact size. It suggests that the RME application has a pretty favorable influence on
improving the MRA of Indonesian students. This finding was in line with meta-analysis
performed research by Tamur et al. (2020), which included from 72 research published in
national and international publications, 95 effect sizes were calculated or sessions between
2010 and 2019.
The findings of this investigation are as follows: According to Thalheimer & Cook (2002),
the total size of the effect is 1.104, which is classed as extremely high. This demonstrates that
using RME substantially impacts students' mathematical ability more than the traditional
technique. Similarly, Juandi et al. (2022) evaluated 54 impact sizes from 38 separate research
completed over the last two decades, including 6140 participants, and discovered that
currently uses RME had a considerable significant effect on students' mathematical ability.
Some academics conceptually endorsed the influence of RME deployment on improving
students' MRA in Indonesia. Mathematics starts with real-world problems, and formal
mathematics is formed by mathematizing real-world problems (Gravemeijer & Terwel, 2000;
Laurens et al., 2018; Nasution & Dur, 2017). Teaching mathematics must be closely related to
 Chelsi Ariati, The Effect of Realistic... 333

reality and experience (Heuvel-panhuizen, 2003); the knowledge of teaching mathematics

must be enjoyable and beneficial for students; thus, connections between reality and math
must be made (Heuvel-panhuizen, 2003; Turgut, 2021; Fendrik, 2021).
The usage of models aimed at concrete models that progress to abstract models allows
pupils to improve mathematical reasoning skills (Zaini & Marsigit, 2014). The average
calculation of the twenty-five research examined reveals that the utilization of the RME
approach significantly impacts students' mathematical reasoning ability. This is due to the
combination of the RME approach's phases with measures of students' mathematical thinking
(Fauziyah et al., 2016).
The RME technique can enhance intrinsic motivation, increase perseverance, and help
students apply mathematical reasoning skills to the issues they confront (Anita Rahmatunisa,
2020; Ariati & Juandi, 2022a, 2022b; Tamur et al., 2020). The comparatively large effect size
of RME implementation in improving the Indonesian students' MRA gives strong evidence
that RME may be employed as effective learning in addressing students' poor MRA in studying
mathematics. As a result, Indonesian mathematics instructors, particularly mathematics
teachers, can use RME as among the most acceptable methods to enhance students' MRA.

4. The Analysis of the Study Characteristics

The study's variable features was the element responsible for the heterogeneous MRA of
Indonesian students due to RME adoption. As a result, it was critical to investigate these
aspects. The following shows the calculation results from the study characteristics analysis, as
shown in Table 6.

Table 6. The Results of the Study Characteristics Analysis

Null Hypothesis Test Heterogeneity
Study Studies
Group Hedges'g
Characteristic Number Z-Value P-Value Qb Df (Q) P-Value
ES 2 1.957 2.657 0.008
Educational
JHS 20 0.956 5.808 0.000 2.359 2 0.307
Level
SHS 3 1.180 7.368 0.000
≤ 32 12 0.949 4.701 0.000
Class Capacity 0.547 1 0.460
> 32 13 1.169 5.357 0.000
Technological Yes 3 0.983 6.300 0.000
0.170 1 0.680
assistance No 22 1.078 6.406 0.000
Note: ES (Elementary School), JHS (Junior High School), SHS (Senior High School)

This meta-analysis examined three study characteristics: education level, class capacity,
and technology assistance. Table 6 reveals that the p-value of Q statistics was more than 0.05
for all research characteristics. This suggests that the features of education level, class
capacity, and technical assistance have no significant influence on the diverse effect size of
RME implementation in improving the MRA of Indonesian students. This conclusion is
comparable to that of (S. Turgut, 2021), who discovered that RME-based instruction did not
demonstrate a significant difference in class capacity. Another meta-analysis investigation
indicated a substantial difference between the two groups (Juandi et al., 2022; Turgut, 2021).
The amount of primary studies included in the meta-analysis process was what distinguished
this study from the previous one (Nugraha & Suparman, 2021).
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This meta-analysis study classified education levels into three categories based on their
characteristics: elementary, junior high, and senior high schools. The p-value of the three
education level groups' Z statistics was less than 0.05. It reveals that RME application greatly
improves the MRA of elementary, junior high, and senior high school students. Descriptively,
primary school had a more significant impact size than others. Adopting the Realistic
Mathematics Education method in elementary school is extremely helpful in enhancing
mathematical thinking ability. This is consistent with earlier research that shows the Realistic
Mathematics Education method is particularly effective in improving students' mathematical
reasoning ability at the primary school level (Shoffa, 2022).
This meta-analysis study was divided into two groups depending on class capacity: less
than or equal to 32 participants and more than 32 participants. Table 8 shows that the Z
statistics p-value for the two class capacity groups was less than 0.05 for the null hypothesis
test. It is interpreted that the use of RME considerably improves the MRA of Indonesian
students, regardless of whether the class capacity is less than or equal to 32 participants or
greater than 32 participants.
Furthermore, the effect of RME implementation on Indonesian students' MRA with a class
capacity of less than or equal to 32 participants is smaller than the effect of performance on
Indonesian students' MRA with a class capacity greater than 32 participants. This finding is
reinforced by G. İ. Turgut (2022), who found that RME implementation with a class capacity of
less than or equal to 32 students has a lower effect than RME implementation with a class
capacity greater than 31 students. As a result, this meta-analysis study advises Indonesian
mathematics instructors that using RME to improve students' MRA might be used in courses
with small class capacity.
This meta-analysis research separated it into two categories based on technology-assisted
RME and technology-assisted RME. The p-value of Z statistics for two technology-assisted was
less than 0.05 for each group. This suggests that using RME improves the MRA of Indonesian
students significantly. Furthermore, this meta-analysis study discovered that technology-
assisted RME greatly influenced students' mathematical thinking ability. As a result, these
data demonstrate that using technology in mathematics instruction greatly benefits
instructors in enhancing students' mathematical reasoning abilities.

D. CONCLUSION AND SUGGESTIONS

The method of summarizing, estimating, and evaluating twenty-five primary research
utilizing a meta-analysis study reveals indicates the use of RME has a significant influence on
enhancing the MRA of Indonesian students. As a consequence of this meta-analysis study,
Indonesian mathematics teachers should consider RME as one of the best approaches to
improve students' MRA while applying mathematics teaching. The features of educational
level, class capacity, and technological assistance had no significant influence on the varied
effect size of RME implementation in improving students' MRA. However, the descriptive
assessment of the research features This meta-analysis research indicates to Indonesian
mathematics teachers that using RME to improve students' MRA should be limited to
classrooms with less than 32 pupils, in primary schools and technologically assisted.
 Chelsi Ariati, The Effect of Realistic... 335

This research recommends that researchers increase the amount of primary

investigations they do, main research indexed by Scopus, and databases or literature search
engines for future meta-analysis studies that primarily concentrate on the adoption of RME to
improve students' MRA. Furthermore, future researchers should explore and assess study
features as in treatment length, educational level, and year of study. As a result, these
comments and ideas will result in more qualified future meta-analysis research.

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