PENGARUH MODEL PEMBELAJARAN RME BERBANTUAN LOCAL INSTRUCTIONAL THEORY (LIT) TERHADAP PEMAHAMAN TEOREMA PYTHAGORAS SISWA KELAS VIII A SMP NEGERI 10 MEDAN

Abstract

This study aimed to describe the improvement of students’ understanding of the Pythagorean Theorem through the implementation of Realistic Mathematics Education (RME) assisted by Local Instructional Theory (LIT) among eighth-grade students at SMPN 10 Medan. The study employed a descriptive quantitative approach with a one-group pre-test and post-test design. The participants were 37 students of class VIII-A. Data were collected through pre-tests, post-tests, student worksheets (LKPD), and reflection activities. The data were analyzed descriptively using mean scores and N-Gain. The results showed that the students’ mean score increased from 61.89 on the pre-test to 66.89 on the post-test, indicating an increase of 5.00 points. The class-level N-Gain was 0.13, which was categorized as low. Based on individual N-Gain calculations, 4 students (11.11%) were in the high category, 4 students (11.11%) were in the medium category, and 28 students (77.78%) were in the low category, with an average individual N-Gain of 0.04. The LKPD results showed that students achieved the highest performance in conceptual understanding, with an average score of 3.59 or 89.86%, while mathematical reasoning and problem-solving obtained lower scores of 33.11% and 27.03%, respectively. These findings indicate that RME assisted by LIT was accompanied by an increase in students’ understanding, although the level of improvement remained low, particularly in mathematical reasoning and problem-solving.