Computer-Assisted Realistic Mathematics Education for Enhancing Students’ Higher-Order Thinking Skills (Experimental Study in Junior High School in Palembang, Indonesia)

Abstract

The aim of this study is to assess the differences of students’ achievement and enhancement in higher-order thinking skills who worked under computer-assisted realistic mathematics education (CA-RME) and RME only. It was an experimental research with Pretest-Posttest Two Treatment Design. Higher-order thinking skills test is the instrument that was used in this study. The data were analyzed by using t-test, Mann-Whitney test, and two-way ANOVA. Based on the data analysis, the conclusions are: (1) there were differences in the achievement of higher-order thinking skills between students who worked under CA-RME and RME only; and (2) there was no different enhancement between students’ high-order thinking skills who worked under CA-RME and RME only.

Keywords: higher-order thinking skills, computer-assisted, realistic mathematics education.