Laely Farokhah, Tatang Herman, W. Wahyudin, Zaenal Abidin
Learning using technology has become a demand to foster students with essential skills, including mathematics literacy on fractions. This research aims to investigate the mathematics literacy of students on fractions through realistic mathematics education (RME) assisted by digital modules and scientific approaches in elementary school. This research employed mixed-method research using an explanatory sequential design. The participants were 48 fifth- grade students in one elementary school in Bandung, Indonesia. The participants were grouped into two classes. The mathematics literacy test and interviews were taken in the data collection stage. Data processing was carried out using post-test scores and t-test results. The results confirmed significant differences between the mathematics literacy of students who learn using RME assisted by digital modules and the mathematics literacy of students who learn using the scientific approach. In conclusion, both RME assisted by digital modules and scientific approaches affect to mathematics literacy of students. The research has implications for educators to empower the mathematics literacy of students through the RME) approach assisted by digital modules and scientific approaches. In addition, integrating technology such as digital modules with learning approaches can be addressed for future learning. © 2024 Taylor's University. All rights reserved.
Universitas Pendidikan Indonesia, Jl Setiabudhi No. 229, Bandung, Indonesia; Universitas Muhammadiyah Jakarta, Jl KH. Ahmad Dahlan, Jakarta, Indonesia; Universitas Negeri Surabaya, Jl Lidah Wetan, Surabaya, Indonesia
