The effect of realistic mathematics learning approach on science literacy ability and science process skills in Islamic Religius education institute

Abstract

This study aims to determine the effect of the realistic mathematics learning approach on scientific literacy skills and science process skills of mathematics education students at the Muhammad Azim Islamic Institute, Jambi. The research approach is quantitative with a quasi-experimental model. The design used is a one-group pretest-posttest design. Based on the data and discussions that have been carried out, it can be concluded that the learning of a realistic approach to mathematics has an effect on scientific literacy skills and science process skills for mathematics education students at the Muhammad Azim Islamic Institute, Jambi. This is based on the average N-gain value, which is 74%, meaning that the included learning approach affects the two variables, respectively, 74% for scientific literacy and 68% for science process skills. These results are also reinforced by the sig value in the one-way ANOVA test, which is 0.00 for both variables (<0.005), which means that the level of influence is very significant. Namely, 74%, indicating that the included learning approach affects the two variables, respectively 74% for scientific literacy and 68% for science process skills. This research provides potential insights into pedagogy research. Furthermore, it can offer guidelines for future research standards, ensuring that the fundamental literacy component and science process skills are not overlooked or underemphasized for all students.