Analysis of Students' Mathematical Problem-Solving Ability in Probability Theory Material through the Realistic Mathematics Education (RME) Approach

Source abstract

Mathematical problem-solving ability is a fundamental competency in mathematics education, particularly in probability theory, which involves uncertainty, reasoning, and real-life application. However, students often experience difficulties in solving probability problems due to the dominance of procedural learning that limits conceptual understanding. This study aims to analyze students’ mathematical problem-solving ability in probability material through the RME approach. This research employed a descriptive approach with quantitative support, involving 32 eighth-grade students. Data were collected through problem-solving test instruments based on realistic contexts and analyzed using problem-solving indicators, including understanding the problem, devising a plan, carrying out the plan, and reviewing the solution. The results show that students’ overall problem-solving ability is at a moderate level, with the majority of students categorized in the medium group. Students demonstrated strong performance in understanding problems, indicating that contextual learning effectively supports conceptual comprehension. However, their abilities in planning, executing, and especially reviewing solutions remain limited, reflecting the need for improved strategic and metacognitive skills. In conclusion, the RME approach has a positive impact on enhancing students’ mathematical problem-solving ability in probability learning, particularly in fostering conceptual understanding and engagement. Nevertheless, additional instructional strategies are required to improve students’ ability to apply and evaluate problem-solving processes more effectively.