Peer Tutoring with Realistic Mathematics Education in Inclusive Class to Improve Problem-Solving Skills Article Swipe
Sumbaji Putranto
,
Marsigit Marsigit
,
Gamarina Isti Ratnasari
·
YOU?
·
· 2022
· Open Access
·
· DOI: https://doi.org/10.23887/jere.v6i2.43651
YOU?
·
· 2022
· Open Access
·
· DOI: https://doi.org/10.23887/jere.v6i2.43651
Many teachers are unprepared to teach special-needs students in inclusive classes. In addition, methods and approaches related to the effectiveness of learning mathematics in inclusive classes have not been explored, especially those related to problem-solving skills. This study aims to analyze the effectiveness of the peer tutoring method with the Realistic Mathematics Education approach to the problem-solving skills of slow learners and inclusive class students. This type of research is a quasi-experimental design with a Group Pretest-Posttest design. The sample of this study was selected by saturated sampling consisting of 31 slow learners and 62 regular students spread over three inclusive classes. Determination of slow learners is based on the results of intelligence tests and student learning outcomes. The instrument used to measure problem-solving skills is an essay in the form of a pretest and posttest. The data analysis technique is descriptive qualitative, quantitative, and inferential analysis. The results showed that the average post-test score was higher than the average pretest score based on problem-solving skills, more than 75% of all students. Get a score higher than the minimum achievement criteria. It shows that the peer tutoring method with the Realistic Mathematics Education approach is effectively applied in inclusive classes for slow learners and general students regarding problem-solving skills.
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Metadata
- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.23887/jere.v6i2.43651
- https://ejournal.undiksha.ac.id/index.php/JERE/article/download/43651/22564
- OA Status
- diamond
- Cited By
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- References
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All OpenAlex metadata
Raw OpenAlex JSON
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https://openalex.org/W4312805208Canonical identifier for this work in OpenAlex
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https://doi.org/10.23887/jere.v6i2.43651Digital Object Identifier
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Peer Tutoring with Realistic Mathematics Education in Inclusive Class to Improve Problem-Solving SkillsWork title
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articleOpenAlex work type
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enPrimary language
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2022Year of publication
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2022-04-10Full publication date if available
- Authors
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Sumbaji Putranto, Marsigit Marsigit, Gamarina Isti RatnasariList of authors in order
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https://doi.org/10.23887/jere.v6i2.43651Publisher landing page
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https://ejournal.undiksha.ac.id/index.php/JERE/article/download/43651/22564Direct link to full text PDF
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YesWhether a free full text is available
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diamondOpen access status per OpenAlex
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https://ejournal.undiksha.ac.id/index.php/JERE/article/download/43651/22564Direct OA link when available
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Mathematics education, Class (philosophy), Peer tutor, Test (biology), Inclusion (mineral), Psychology, Computer science, Artificial intelligence, Biology, Paleontology, Social psychologyTop concepts (fields/topics) attached by OpenAlex
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4Total citation count in OpenAlex
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2025: 1, 2024: 2, 2023: 1Per-year citation counts (last 5 years)
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46Number of works referenced by this work
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10Other works algorithmically related by OpenAlex
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| abstract_inverted_index.applied | 196 |
| abstract_inverted_index.average | 152, 159 |
| abstract_inverted_index.classes | 25, 199 |
| abstract_inverted_index.design. | 77 |
| abstract_inverted_index.general | 204 |
| abstract_inverted_index.measure | 122 |
| abstract_inverted_index.methods | 13 |
| abstract_inverted_index.minimum | 178 |
| abstract_inverted_index.pretest | 133, 160 |
| abstract_inverted_index.regular | 95 |
| abstract_inverted_index.related | 16, 32 |
| abstract_inverted_index.results | 110, 148 |
| abstract_inverted_index.skills, | 165 |
| abstract_inverted_index.skills. | 35, 208 |
| abstract_inverted_index.student | 115 |
| abstract_inverted_index.analysis | 138 |
| abstract_inverted_index.approach | 53, 193 |
| abstract_inverted_index.classes. | 10, 101 |
| abstract_inverted_index.learners | 60, 92, 105, 202 |
| abstract_inverted_index.learning | 21, 116 |
| abstract_inverted_index.research | 68 |
| abstract_inverted_index.sampling | 87 |
| abstract_inverted_index.selected | 84 |
| abstract_inverted_index.students | 7, 96, 205 |
| abstract_inverted_index.teachers | 1 |
| abstract_inverted_index.tutoring | 46, 186 |
| abstract_inverted_index.Education | 52, 192 |
| abstract_inverted_index.Realistic | 50, 190 |
| abstract_inverted_index.addition, | 12 |
| abstract_inverted_index.analysis. | 146 |
| abstract_inverted_index.criteria. | 180 |
| abstract_inverted_index.explored, | 29 |
| abstract_inverted_index.inclusive | 9, 24, 62, 100, 198 |
| abstract_inverted_index.outcomes. | 117 |
| abstract_inverted_index.post-test | 153 |
| abstract_inverted_index.posttest. | 135 |
| abstract_inverted_index.regarding | 206 |
| abstract_inverted_index.saturated | 86 |
| abstract_inverted_index.students. | 64, 171 |
| abstract_inverted_index.technique | 139 |
| abstract_inverted_index.approaches | 15 |
| abstract_inverted_index.consisting | 88 |
| abstract_inverted_index.especially | 30 |
| abstract_inverted_index.instrument | 119 |
| abstract_inverted_index.unprepared | 3 |
| abstract_inverted_index.Mathematics | 51, 191 |
| abstract_inverted_index.achievement | 179 |
| abstract_inverted_index.descriptive | 141 |
| abstract_inverted_index.effectively | 195 |
| abstract_inverted_index.inferential | 145 |
| abstract_inverted_index.mathematics | 22 |
| abstract_inverted_index.intelligence | 112 |
| abstract_inverted_index.qualitative, | 142 |
| abstract_inverted_index.Determination | 102 |
| abstract_inverted_index.effectiveness | 19, 42 |
| abstract_inverted_index.quantitative, | 143 |
| abstract_inverted_index.special-needs | 6 |
| abstract_inverted_index.problem-solving | 34, 56, 123, 164, 207 |
| abstract_inverted_index.Pretest-Posttest | 76 |
| abstract_inverted_index.quasi-experimental | 71 |
| cited_by_percentile_year.max | 96 |
| cited_by_percentile_year.min | 89 |
| countries_distinct_count | 2 |
| institutions_distinct_count | 3 |
| sustainable_development_goals[0].id | https://metadata.un.org/sdg/4 |
| sustainable_development_goals[0].score | 0.8999999761581421 |
| sustainable_development_goals[0].display_name | Quality Education |
| citation_normalized_percentile.value | 0.81931242 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | False |