The Effect of the Realistic Mathematics Education (RME) Approach on Mathematical Literacy Ability Reviewed from Self-efficacy in Algebraic Materials

ASM Sc. J., 21(2), 2026

Published on November 2, 2026

https://doi.org/10.32802/asmscj.2026.251

Author: Desi Alfitria, Megita Dwi Pamungkas, Rifki Hamdani, T.S. Hadir

Abstract

Mathematical literacy plays a crucial role as a life skill. However, the level of mathematical literacy in Indonesia remains relatively low. One alternative learning approach considered to support the development of mathematical literacy is the Realistic Mathematics Education (RME) approach. Learning activities are also influenced by an individual’s confidence in their own abilities, commonly referred to as self-efficacy. This study aims to examine the effect of the RME approach on mathematical literacy, the impact of self-efficacy on mathematical literacy, and the interaction between the RME approach and self- efficacy in relation to mathematical literacy. This research employs a quantitative design with a quasi- experimental method, using a non-equivalent pre-test–post-test control group design. The findings indicate that students taught using the RME approach demonstrated stronger mathematical literacy than those taught through direct instruction; students with higher levels of self-efficacy also showed higher levels of mathematical literacy; and there was no significant interaction between the learning approach and self-efficacy on mathematical literacy. Future researchers are advised to ensure student attendance at every session, broaden the research sample, and give careful consideration to the allocation of learning time.

Keywords: algebraic, mathematical literacy, RME approach, self-efficacy