Islamic Reflective Realistic Mathematics Learning for Enhancing Students' Mathematical Representations: A Quasi-Experimental Study
DOI:
https://doi.org/10.61255/jupiter.v4i4.1523Keywords:
Islamic Reflective Realistic Mathematics Learning, mathematical representations, Realistic Mathematics Education, reflective learning, Islamic valuesAbstract
Purpose: This study examined whether Islamic Reflective Realistic Mathematics Learning (IRRML), an instructional framework integrating reflective learning, Realistic Mathematics Education (RME), and Islamic values, was associated with stronger mathematical representation performance among Grade VII students.
Methods: A quantitative quasi-experimental pretest-posttest non-equivalent control group design was implemented with 64 students at an Islamic junior secondary school in Indonesia. Two intact classes were assigned to an experimental group receiving IRRML (n = 32) and a control group receiving conventional teacher-centered instruction (n = 32). Mathematical representations were assessed through an eight-item essay test covering visual, symbolic, verbal, and multiple-representation translation indicators. Data were analyzed using descriptive statistics and ANCOVA, with pretest scores treated as a covariate.
Findings: The IRRML group obtained a higher posttest mean (84.72 ± 7.63) than the control group (71.46 ± 8.21). After adjustment for pretest scores, the learning model was significant, F(1,61) = 36.84, p < .001, partial η² = .377, and the reported standardized effect was large (Cohen's d = 1.62). Post-intervention scores favored the experimental group across all four representation indicators.
Research Implications: Within this study context, IRRML provided a structured way to combine contextual problem situations, reflective dialogue, multiple-representation construction, and value-oriented learning. The findings support further investigation of this integrated approach across schools, mathematical topics, and educational settings.
Originality: The study operationalizes reflective learning, RME, and Islamic values within one instructional sequence and evaluates the framework in relation to students' mathematical representations.
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