Journal of Education and Learning (EduLearn)

Vol. 18, No. 4, November 2024, pp. 1468~1476

ISSN: 2089-9823 DOI: 10.11591/edulearn.v18i4.21650  1468

Realistic mathematics education and mathematical literacy: a

meta-analysis conducted on studies in Indonesia

Amelia Defrianti Putri, Dadang Juandi, Turmudi

Department of Mathematics Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Bandung,
Indonesia

Article Info ABSTRACT

Article history: A considerable body of literature exists pertaining to realistic mathematics
education (RME) and its correlation with mathematical literacy, with
Received Dec 20, 2023 numerous studies demonstrating incongruent results. The principal objective
Revised Feb 19, 2024 of this meta-analysis is to systematically investigate the overarching
Accepted Mar 7, 2024 influence of RME on mathematical literacy within the context of Indonesia.
The collection of documents comprises a total of seventeen publications that
were released between the years 2014 and 2023. The estimation
Keywords: methodologies utilized in this study were grounded on a random-effects
model, and statistical computations were conducted utilizing the
Effect size comprehensive meta-analysis (CMA) software in academic writing. The
Indonesia equation proffered by Hedges was employed for the quantification of effect
Mathematical literacy magnitude. The outcomes of the investigation reveal that the implementation
Meta-analysis of RME learning yielded a noteworthy and advantageous impact (effect
Realistic mathematics size = 1.031; p < 0.05) on the adeptness of students in the domain of
education mathematical literacy. Moreover, many moderating factors, including class
Students' proficiency capacity, educational level, geographical location, content of the Programme
for International Student Assessment (PISA), and the combination of
learning, did not significantly impact students' diverse mathematical literacy
proficiency. This study proposes that mathematics educators should consider
utilizing the RME as a means of improving students' proficiency in
mathematical literacy.
This is an open access article under the CC BY-SA license.

Corresponding Author:
Dadang Juandi
Department of Mathematics Education, Faculty of Mathematics and Science Education
Universitas Pendidikan Indonesia
St. Dr. Setiabudhi No. 229, Bandung 40154, West Java, Indonesia
Email: [email protected]

1. INTRODUCTION
Today's complexities of life are increasingly evident, marked by the advent of multifaceted obstacles
and expectations spanning multiple spheres. Individuals need to attain mastery in a diverse range of abilities
and skills. The study of mathematical literacy is a necessary educational endeavor [1]–[5]. The cultivation of
adept mathematical literacy proficiency assumes paramount significance in contemplation of the integration
of the 2013 Curriculum. The revelations stemming from the outcomes of the Programme for International
Student Assessment (PISA) 2022 were disseminated on the 5th of December, 2023. According to the results
of PISA 2022, Indonesia experienced a decline of 13 points in mathematical literacy scores compared to the
PISA results in 2018. In PISA 2018, Indonesia's mathematical literacy score was 379, whereas in PISA 2022,
it dropped to 366. The study conducted in 2022 assessed 690,000 students from 81 countries. Therefore, the

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J Edu & Learn ISSN: 2089-9823  1469

primary goal in mathematics education at the school level is to prioritize the development of mathematical
literacy abilities [6], [7].
Numerous instructional approaches have the potential to enhance pupils' literacy skills. One of the
approaches is realistic mathematics education (RME) method [8]. The RME involves students beginning
their learning journey by engaging with authentic scenarios and real-world challenges [9], [10]. They then
attempt to reconstruct mathematical concepts and thoughts with the teacher's assistance and direction [11]–
[14]. The RME approach has been wholly scrutinized in the context of students' mathematical literacy [15].
Many research studies have examined the impact of RME on several aspects of mathematical literacy,
including spatial skills, motivation, communication ability, and problem-solving aptitude [16]–[18]. These
experiments together demonstrate the effectiveness of learning aids based on the principles of realistic
mathematical teaching [19]–[23].
Several studies have explored the potential impact of utilizing RME on enhancing students'
mathematical literacy skills in Indonesia. The findings of this study exhibit diversity. Several studies have
indicated that using RME has been associated with significantly improving students' mathematical literacy
skills [24]–[26]. Research has indicated that using RME learning is associated with a moderately favorable
impact on students' mathematical literacy ability [27]–[33]. The research above suggests that the impact of
RME learning on students' mathematical literacy skills is variable. Furthermore, the data suggest a diverse
range of mathematical literacy abilities among students. Mathematics educators must possess accurate and
lucid information about the influence of RME on improving students' proficiency in mathematical literacy.
The application of a quantitative research methodology, specifically the meta-analysis, entails the
assimilation of outcomes from diverse antecedent studies to yield comprehensive data delineating the extent
of correlation, mutual influence, and association between variables [34]. This method incorporates effect size
as a crucial measurement parameter [35]. Notably, meta-analysis investigations have been undertaken to
scrutinize the ramifications of the RME on the cultivation of diverse mathematical proficiencies. Multiple
meta-analysis investigations have been carried out concerning interventions in RME or mathematical
literacy. Juandi et al. [36] studied using the RME over the past two decades. Shoffa [37], and Utami and
Indarini [38] have appraised the impact of RME on students' aptitude for critical thinking, discerning a
discernible albeit moderate influence.
The body of meta-analysis research that has been done on mathematical literacy still needs to be
more significant. Ariati et al. [39] conducted a further investigation into the effects of RME on the
mathematical literacy abilities of students. The results of this study demonstrated that the RME strongly and
favorably influences mathematical literacy abilities. The investigation undertaken by Ariati et al. [39] did not
mainly examine the progression of research on mathematical literacy in Indonesia. The study comprised nine
primary investigations from 2016 to 2021, using moderator variables related to the educational levels and
demographics of the pupils. The critical contribution of this meta-analysis is its further examination of the
evolution of research between 2014 and 2023. The study encompasses 17 primary studies and aims to
identify moderator variables, including classroom capacity, educational level, geographical location, PISA
content, and learning procedures. This study also thoroughly examines the present condition of mathematical
literacy research in Indonesia, encompassing the identification of patterns in mathematics literacy research.
This study focuses primarily on implementing RME and its impact on the development of
mathematical literacy competency over ten years. The objective of this study is to evaluate and examine the
impact of RME on students' proficiency in mathematical literacy. This analysis will examine variables
including class size, grade level, geographic area, PISA content, and the integration of diverse learning
modalities. The research questions that drive this study are as follows: i) what is the overall impact of the
RME learning intervention on students' fluency in mathematical literacy, and may the incorporation of RME
teaching enhance students' proficiency in mathematical literacy?, and ii) what is the magnitude of the impact
of the RME study intervention on the mathematical literacy proficiency of pupils while considering factors
such as class size, grade level, geographic area, PISA material, and the combination of learning methods?.

2. METHOD
This study employed a meta-analysis approach, explicitly utilizing the random effect model [40]–
[42] due to several considerations, such as differences in class capacity, educational level, geographical
location, content PISA, and the combination of learning. Several scholarly sources have discussed seven
steps in executing a meta-analysis study [43], [44]. Figure 1 depicts these procedures.

2.1. Inclusion criteria

Various inclusion criteria were formulated to delimit the parameters of the investigatory quandary
under scrutiny. The criteria for inclusion in this scholarly inquiry comprise the subsequent delineations: i) the
utilization of RME learning as an intervention strategy; ii) the target population consists of students in
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Indonesia; iii) the main focus of the study is to assess the impact of RME learning on the mathematical
literacy of the students; iv) conventional learning is employed as a comparative approach; v) the research
methodology employed is experimental research with the inclusion of a control group; vi) for both the
experimental and control groups, the statistical data presented primarily includes the mean, standard
deviation, sample size, t-value, and p-value; and vii) each record comprises a scholarly journal article or
conference paper disseminated during the temporal span spanning 2014 to 2023.

Figure 1. Flowchart of meta-analysis stages

2.2. Literature search and selection

Document searches were performed using the Google Scholar and Semantic Scholar platforms.
Using specific terms such as "realistic mathematics education" and "mathematical literacy" enhances the
efficiency of the document retrieval process. A total of 17 documents were retrieved from the Google Scholar
and Semantic Scholar databases during the conclusive document search, employing a combination of
specified keywords. The selection of papers was undertaken through of the preferred reporting items for
systematic review and meta-analysis (PRISMA) guidelines [45], [46]. The procedure for selecting literature
is outlined in Figure 2.

Figure 2. The paper selection procedure

2.3. Data extraction

A coding category sheet was employed in this meta-analysis. The coding form is created using the
researcher's name, year of study, class capacity, education level, geographical location, content PISA, and
learning combination. Furthermore, the coding form includes the sample size of the two groups, the average,
and the standard deviation data. This type of coding was created to improve the dependability of the research
concerned. As a result, the two coders fill out the encoding form individually and then compare the results.
There were no differences between the two types coded by the researchers. As a result, the data entered in
this meta-analysis study is error-free. Table 1 summarizes the study's outcomes.

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Table 1. Details regarding the research

Category Groups N
Class Capacity Large Class ( ≥ 30) 9
Small Class (< 30) 8
Education Level Primary School 6
Middle School 9
High School 2
Geographical Location Urban Area 11
Rural Area 6
Content PISA Change and Relationship 2
Space and Shape 10
Quantity 2
Uncertainty 3
Combination of Learning Only RME 12
RME + Software 2
RME + Online Platform 2
RME + Media 1

2.4. Data analysis

This meta-analysis calculated the impact size value using Hedge’s equation [42]. This is due to the
limited sample size in the RME Class [47]. The categorization of effect size, as outlined by Fuad et al. [48],
is as follows: g = 0.00 - 0.20 (indicative of a weak effect); g = 0.21 - 0.50 (characterized as modest);
g = 0.51 - 1.00 (manifesting as moderate); and g > 1.00 (reflecting a robust effect). Additionally, the Z test
was employed to scrutinize the impact of RME on students' proficiency in mathematical literacy [42], [49].
The study utilized the Q Cochrane test to investigate the impact of class capacity, education level,
geographical location, material PISA, and learning combination on students' diverse mathematical literacy
abilities [50]. The formulation of the Hedge's equation is delineated as follows [42]:
𝑥̅1 −𝑥̅2 3
𝑔= × (1 − )
(𝑛 −1)𝑠2 2 4𝑑𝑓−1
√ 1 1 +(𝑛2 −1)𝑠2
𝑛1 +𝑛2 −2

Examination of publication bias and sensitivity is imperative for ascertaining the integrity and
robustness of statistical data in a pivotal investigation. This is because no study outcome can be deemed free
from the influence of publication bias [51], [52]. The funnel plot and the fill and trim test were utilized in the
publication bias analysis process [47]. Regarding the sensitivity analysis, the "One study deleted" function
available in the CMA program [51] was used. Figure 3 demonstrates the symmetrical character of the data
distribution depicted by the funnel plot. As seen in Table 2, the fill and trim test was carried out to establish a
justification for the experiment. According to the table, data pruning was not necessary, which is consistent
with the observation that the funnel plot depicts symmetric data dispersion [46], [48], [50]–[54]. The analysis
of seventeen studies reveals that the data dispersion is resistant to publication bias.

Funnel Plot of Standard Error by Hedges's g

0.0

0.1

0.2
Standard Error

0.3

0.4

0.5

-3 -2 -1 0 1 2 3

Hedges's g

Figure 3. The funnel plot of standard error as measured by hedges' g

Table 2. The fill and trim test

Studies trimmed Effect size (g) Lower limit Upper limit Q-value
Observed values 1.031 0.791 1.272 49.622
Adjusted values 0 1.031 0.791 1.272 49.622

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3. RESULTS AND DISCUSSION

3.1. The size of the total effect of each study
This study included a total of seventeen papers for analysis. Each manuscript was chosen according to
precise inclusion criteria. Table 3 summarizes the size of the effect of RME learning on students' mathematical
literacy abilities. Table 3 illustrates that a total of seven documents have reported a robust favorable impact of
RME learning on the mathematical literacy ability of pupils [24], [26]. In the interim, ten documents emerged,
indicating that RME learning positively impacted pupils' mathematical literacy proficiency [27], [29]–[32], [36].
The effect sizes observed in the analysis of 17 documents ranged from 0.523 to 2.692, with a 95% confidence
level. Therefore, the collective impact size of RME learning on the mathematical literacy proficiency of the
students was determined to be g = 1.031, indicating a substantial positive effect. The study's findings indicate that
the RME favors students' mathematical literacy abilities [36].

Table 3. The article presents data on effect sizes

Study Effect size Lower limit Upper limit Z-value p-value
Umbara and Nuraeni [27] 0.821 0.320 1.322 3.211 0.001
Kusuma et al. [28] 0.570 0.027 1.114 2.056 0.040
Sutisna et al. [24] 1.575 0.876 2.273 4.417 0.000
Fauzana et al. [29] 0.523 0.031 1.016 2.082 0.037
Husni et al. [55] 1.673 1.158 2.188 6.365 0.000
Ningsi et al. [25] 1.594 1.068 2.120 5.940 0.000
Witha et al. [56] 0.953 0.441 1.464 3.651 0.000
Istiana et al. [57] 1.196 0.565 1.828 3.711 0.000
Herutomo and Masrianingsih [58] 0.718 0.218 1.218 2.816 0.005
Fauzana [30] 0.523 0.0311 1.016 2.082 0.037
Setyawan and Wijaya [33] 0.591 0.096 1.085 2.340 0.019
Sudi et al. [31] 0.730 0.060 1.399 2.135 0.033
Budiono and Wardono [32] 0.715 0.152 1.279 2.489 0.013
Ayunis and Belia [59] 0.630 0.062 1.198 2.175 0.030
Azmi et al. [26] 1.694 1.114 2.274 5.728 0.000
Handun et al. [60] 2.692 1.748 3.636 5.588 0.000
Saraseila et al. [61] 1.139 0.549 1.728 2.786 0.000
Overall 1.031 0.791 1.272 8.413 0.000

Additionally, it can be observed from Table 3 that the Z test yielded a significant value below the
threshold of 0.05. The findings suggest that the implementation of RME learning has a substantial impact on
students' mathematical literacy proficiency. Juandi et al. [36], implementing RME learning intervention
considerably positively impacted students' mathematical ability. The RME approach offers several
advantages, one of which is its foundation in real-world contexts. This aspect can potentially enhance student
motivation, as they recognize the practicality of mathematical learning and are more inclined to engage in
serious study [62].

3.2. The examination of the moderator aspect

Results of the diversity evaluation for several moderator factors, such as the number of students in
each class, the grade level, the geographical area of the school, the subject PISA, and the combination of
learning, are detailed in Table 4. According to what is displayed in the table, the p-values of the Q statistic
for each moderate aspect were greater than 0.05. According to these findings, factors such as class size, grade
level, geographic area, topic PISA, and mixed learning do not significantly impact the mathematical literacy
abilities of diverse pupils.
This study categorized the sample size into two categories: those with a group number under thirty
and those with thirty or more group numbers. The Q value obtained from the heterogeneity test was 0.121,
and the p-value was 0.728, more than 0.05. This means there is no significant difference in the effect size of
the RME approach on students' mathematical ability regarding sample size. This means that the sample size
is independent of students' mathematical literacy. The effect size produced with a number of the sample of
more than or equal to 30 is 1.011, and the effect size made by classes with less than 30 is 1.102. So, these
results show that the effect size in the sample size category is not a heterogeneity factor. This result aligns
with a meta-analysis of RME on mathematical reasoning skills by Ariati et al. [63], which concluded that
sample size did not affect the heterogeneity of mathematical reasoning abilities. So, samples of any size can
implement the RME approach with good results, and students who study with RME in both sample size
categories increase their mathematical literacy abilities not significantly different.

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According to the findings that are shown in Table 4 regarding the moderating element of education level,
it was noted that the effect size of the study that was done at the primary school level (1.278) was more substantial
compared to that of the research that was done at the middle school level (0.855) and high school level (1.194).
This impact size for elementary school is high, which suggests that it has a significant influence. In the case of
middle school, it was discovered that the effect size is moderate, which suggests that the level of influence is also
moderate. The effect size for high school is rated as strong, indicating that it exerts considerable influence. This
finding agrees with what was discovered in the research by Doi and Furuya-Kanamori [52]. The diversity analysis
results showed a statistically significant difference in the average impact size across all levels of education
(Q = 2.522, p = 0.283). Based on the acquired p-value, which is more than the value of 0.05, it is possible to
conclude that the effect sizes of the three research characteristics are consistent with one another.

Table 4. The article presents data on effect sizes

Category Groups N Effect Size The Q Cochrane Test
Q-value Df(Q) P-value
Class Capacity Large Class ( ≥ 30) 9 1.011 0.121 1 0.728
Small Class (< 30) 8 1.102
Education Level Primary School 6 1.278 2.522 2 0.283
Middle School 9 0.855
High School 2 1.194
Geographical Location Urban Area 11 0.943 0.976 1 0.323
Rural Area 6 1.223
Content PISA Change & Relationship 2 1.194 2.268 3 0.519
Space and Shape 10 0.883
Quantity 2 0.977
Uncertainty 3 1.630
Combination of Learning Only RME 12 1.108
RME + Software 2 0.704 3.529 3 0.317
RME + Online Platform 2 1.128
RME + Media 1 0.715

Therefore, there is no conclusive evidence to suggest that implementing the RME strategy
substantially affects students' mathematical literacy skills, taking into account their level of education. The
effectiveness of the RME approach in improving students' literacy abilities is not influenced by differences in
educational level. The finding above is substantiated by a study conducted by Shoffa [37], which investigates
the impact of RME on the development of students' critical thinking abilities. The study concludes that using
the RME approach yields superior outcomes, particularly within primary education.
The moderator variable of student geographical location revealed that research performed in rural
areas (effect size = 1.223) exhibited a more substantial impact than research conducted in urban areas (effect
size = 0.943). The magnitude of the observed effect within the rural locale is delineated as substantial,
juxtaposed with a more moderate effect size discerned within the urban milieu. The outcomes of
heterogeneity testing manifest a discernible variance in the mean impact magnitude across distinct
educational strata (Q = 0.976, p = 0.323). Nonetheless, given that the p-value surpasses the threshold of 0.05,
it is elucidated that the array of effect magnitudes for both delineations about the students' geographic
locational demonstrates homogeneity. Consequently, the repercussions of instituting RME on the
mathematical literacy proficiencies of students exhibit parity contingent upon the geographic locales
inhabited by the students. Consequently, the efficacy of RME in enhancing students' mathematical literacy
skills is unaffected by the geographical context in which the students are situated. The present investigation
[40], [48] shows that the heterogeneity of impact sizes was considerably not influenced by the geographical
location of students. Adopting RME is best suited for enhancing kids' literacy, particularly in district settings.
However, the assessment of students' mathematical literacy skills, as measured by the content PISA,
indicated that the Q value derived from the heterogeneity test was 2.268, with a corresponding p-value of
0.519, beyond the significance level of 0.05. This implies that there is no statistically significant difference in
the effect size of the RME strategy on students' mathematical literacy ability, specifically in the content
domain of the PISA assessment. The study revealed that the effect size of the research conducted on the topic
of uncertainty (1.630) exhibited a greater magnitude in comparison to the effect sizes of change and
relationship (1.194), quantity (0.977), and space and shape (0.883). The effect size about uncertainty, change,
and relationship has been significant, suggesting a considerable influence. When considering factors such as
quantity, space, and shape, the effect size is moderate, indicating moderate impact.
The effect size of learning mathematical literacy was examined in a meta-analysis through
mathematical software, online platforms, or media compared to learning mathematical literacy without using
any combination of these resources. The heterogeneity test produced a Q value of 3.529, and its
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1474  ISSN: 2089-9823

corresponding p-value was 0.317; both were significantly higher than the significance level of 0.05. This
implies the absence of a statistically significant disparity in the impact magnitude of the RME on the
mathematical literacy proficiency of students, particularly in integrated learning. Using a random-effects
model indicates that the optimal effect size, at 1.128, is attained when mathematical software is deployed on
an online platform. Consequently, the empirical evidence underscores the advantageous role of incorporating
technology within the educational milieu to instruct mathematics, thereby substantially enhancing educators'
efficacy in fostering the augmentation of students' mathematical literacy competencies.

4. CONCLUSION
This investigation elucidates meticulous and thorough revelations that attest to the efficacy of RME
as a pedagogical approach to enhancing students' mathematical literacy acumen. Furthermore, the
assimilation of RME learning manifests a noteworthy and advantageous influence on students' mathematical
literacy abilities. This study suggests that implementing the RME approach in Indonesia can be beneficial for
mathematics instructors in improving students' mathematical literacy skills. As a result, individuals may
experience an increase in motivation when they acknowledge the applicability of mathematics education,
leading to a greater propensity for engaging in diligent academic pursuits. Moreover, many moderating
factors, including class size, educational level, geographical location, topic PISA, and the combination of
learning, do not influence the variation in students' mathematical literacy proficiency. This implies that
certain moderating elements still need to be well investigated, potentially influencing the disparity in
students' mathematical literacy proficiency. Therefore, to enhance the comprehensiveness of research on
meta-analysis, researchers must investigate other moderating factors that influence the heterogeneity of
mathematical literacy ability.

ACKNOWLEDGEMENTS
The authors thank the Ministry of the Republic of Education, Culture, Research, and Technology of
the Republic of Indonesia with PMDSU Batch VII, which has provided funding support and opportunities.

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BIOGRAPHIES OF AUTHORS

Amelia Defrianti Putri is a magister student of Mathematics Education, Faculty

of Mathematics and Natural Sciences Education, Universitas Pendidikan Indonesia. Research
has been conducted in systematic literature review, meta-analysis, realistic mathematics
education. She can be contacted at email: [email protected].

Dadang Juandi is a professor of Mathematics Education at Universitas

Pendidikan Indonesia. The author completed S1 Mathematics Education at IKIP Bandung, S2
Mathematics at Gadjah Mada University, and S3 Mathematics Education at Universitas
Pendidikan Indonesia. The author's areas of expertise include meta-analysis, meta-synthesis,
systematic literature review. He can be contacted at email: [email protected].

Turmudi is a professor of Mathematics Education at Universitas Pendidikan

Indonesia. The author graduated from S1 Mathematics Education at IKIP Bandung, S2 and S3
Mathematics Education at La Trobe University, Australia. The author has also taken a Masters
in Instructional Design at Twente University, The Netherlands. The author's areas of expertise
include ethnomathematics, mathematical literacy. He can be contacted at email:
[email protected].

J Edu & Learn, Vol. 18, No. 4, November 2024: 1468-1476