Komarudin Komarudin, Suherman Suherman, Vidákovich Tibor
Department of Mathematics Education, Universitas Islam Negeri Raden Fatah Palembang, Palembang, Indonesia.
Doctoral School of Education, University of Szeged, Szeged, Hungary.
Heliyon. 2024 Jul 2;10(13):e33877. doi: 10.1016/j.heliyon.2024.e33877. eCollection 2024 Jul 15.
In the field of educational sciences, combining various research studies is essential for the development of key competencies such as digital and mathematical literacy. However, there is a research gap in understanding the challenges of implementing the Reading, Mind Mapping, and Sharing (RMS) teaching model in Indonesian schools, which requires a model customised for the unique context of the Indonesian education system. The objective of this research is to assess the impact of the RMS teaching model on students' digital and mathematical literacy. The study employed a quasi-experimental design, consisting of two experimental classes and one control class. The first experimental class used the RMS teaching model with brainstorming techniques. The second experimental class used the RMS teaching model without brainstorming. The control class followed standard instruction based on the school curriculum. During the even semester, a total of 96 secondary school students from two different schools in Bandar Lampung, a province in Indonesia, participated in both the experimental and control groups. Data collection was carried out using a questionnaire and a test. To analyse the data, Winstep and SPSS applications were used. The study's findings supported for the effectiveness of the RMS teaching model combined with the brainstorming method in enhancing students' mathematical literacy and digital literacy. Students who were taught this approach demonstrated higher mathematical literacy skills compared to those who received instruction using the RMS teaching model and direct instruction methods. This model can act as a guide for teachers to modify their approaches creating a captivating learning atmosphere that matches the requirements of students.
在教育科学领域，整合各种研究对于培养数字素养和数学素养等关键能力至关重要。然而，在理解印度尼西亚学校实施阅读、思维导图和分享（RMS）教学模式所面临的挑战方面存在研究空白，这需要一个针对印度尼西亚教育系统独特背景定制的模式。本研究的目的是评估RMS教学模式对学生数字素养和数学素养的影响。该研究采用了准实验设计，包括两个实验班和一个对照班。第一个实验班采用带有头脑风暴技术的RMS教学模式。第二个实验班采用不带有头脑风暴的RMS教学模式。对照班遵循基于学校课程的标准教学。在偶数学期，来自印度尼西亚楠榜省两个不同学校的96名中学生参与了实验组和对照组。数据收集通过问卷调查和测试进行。为了分析数据，使用了Winstep和SPSS应用程序。研究结果支持了RMS教学模式与头脑风暴方法相结合在提高学生数学素养和数字素养方面的有效性。与接受RMS教学模式和直接教学方法的学生相比，接受这种教学方法的学生表现出更高的数学素养技能。该模式可以作为教师调整教学方法的指南，营造一种符合学生需求的引人入胜的学习氛围。
