Skip to main content Skip to main navigation menu Skip to site footer
Beta: Jurnal Tadris Matematika
Articles
DOI: 10.20414/betajtm.v18i2.712
Submitted: 2025-06-28
Published: 2025-11-30

Embedding realistic mathematics education within STEM to promote creative thinking skills

Universitas Negeri Surabaya
Universitas Negeri Surabaya
Creative thinking skills Realistic mathematics education STEM

Galleys

Abstract

[English]: Creative thinking is an important 21st-century skill that needs to be developed through meaningful and contextual learning. This study analyzes the application of realistic mathematics education approach integrated within Science, Technology, Engineering, and Mathematics (STEM) in building the creative thinking abilities of junior high school students. The research employs qualitative descriptive design with the subjects being eighth-grade students in the 2025 academic year. The instrument used was STEM-contextualized open-ended tests without prior instruction to observe students' natural responses. The research results indicate that most students are not yet able to accurately identify contextual information and are not yet able to elaborate on the steps to solve problems, resulting in a very low elaboration indicator. However, some students began to show characteristics of creative thinking, such as using visual strategies, flexibility in choosing methods, and originality in devising alternative steps. These findings indicate that integrating realistic mathematics education-STEM can foster fluency, flexibility, and originality, although habituation and pedagogical support are needed for all creative thinking indicators to develop optimally.

[Bahasa]: Berpikir kreatif merupakan keterampilan penting abad ke-21 yang perlu dikembangkan melalui pembelajaran bermakna dan kontekstual. Penelitian ini menganalisis penerapan pendekatan pendidikan matematika realistik yang terintegrasi dengan Science, Technology, Engineering, and Mathematics (STEM) dalam membangun kemampuan berpikir kreatif siswa SMP. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan subjek siswa kelas VIII tahun ajaran 2025. Instrumen yang digunakan adalah tes bentuk soal butir terbuka berbasis konteks STEM yang diberikan tanpa pembelajaran pendahuluan untuk mengamati respons alami siswa. Hasil penelitian menunjukkan bahwa mayoritas siswa belum mampu mengidentifikasi informasi kontekstual secara tepat dan belum mampu mengelaborasi langkah penyelesaian, sehingga indikator elaborasi masih sangat rendah. Namun beberapa siswa menunjukkan ciri berpikir kreatif, seperti penggunaan strategi visual, fleksibilitas dalam memilih metode, serta keaslian dalam menyusun langkah alternatif. Temuan ini mengindikasikan bahwa integrasi pendidikan matematika realistik-STEM mampu memunculkan kelancaran, fleksibilitas, dan keaslian, meskipun diperlukan pembiasaan dan dukungan pedagogis agar seluruh indikator berpikir kreatif berkembang secara optimal.

Downloads

Download data is not yet available.

References

  1. Al Darayseh, A., & Mersin, N. (2025). Integrating generative AI into STEM education: Insights from science and mathematics teachers. International Electronic Journal of Mathematics Education , 20(3). Doi: https://doi.org/10.29333/iejme/16232
  2. Alali, R., Wardat, Y., Saleh, S., & Alshraifin, N. (2024). Evaluation of STEM-aligned teaching practices for gifted mathematics Teachers. European Journal of STEM Education, 9(1), 1–24. Doi: https://doi.org/10.20897/ejsteme/14625
  3. Anabousy, A., & Daher, W. (2022). Pre-service teachers’ design of steam learning units: STEAM capabilites’ analysis. Journal of Technology and Science Education, 12(2), 529–546. Doi: https://doi.org/10.3926/jotse.1621
  4. Armiati, Fauzan, A., Harisman, Y., & Sya’Bani, F. (2022). Local instructional theory of probability topics based on realistic mathematics education for eight-grade students. Journal on Mathematics Education, 13(4), 703–722. Doi: https://doi.org/10.22342/jme.v13i4.pp703-722
  5. Asunda, P., Faezipour, M., Tolemy, J., & Do Engel, M. T. (2023). Embracing computational thinking as an impetus for artificial intelligence in integrated STEM disciplines through engineering and technology education. Journal of Technology Education, 34(2), 43–63. Doi: https://doi.org/10.21061/jte.v34i2.a.3
  6. Chau Nguyen, G. T., & Hai Pham, C. T. (2023). An empirical study of factors influencing primary school teachers’ long-term commitment to realistic mathematics education. Journal on Mathematics Education, 14(1), 1–18. Doi: https://doi.org/10.22342/JME.V14I1.PP1-18
  7. Do, T. T., Hoang, K. C., Do, T., Trinh, T. P. T., Nguyen, D. N., Tran, T., Le, T. T. B. T., Nguyen, T. C., & Nguyen, T. T. (2021). Factors influencing teachers’ intentions to use realistic mathematics education in Vietnam: An extension of the theory of planned behavior. Journal on Mathematics Education, 12(2), 331–348. Doi: https://doi.org/10.22342/JME.12.2.14094.331-348
  8. Eshaq, H. A. (2024). The effect of using STEM education on students’ mathematics achievement. Journal of Pedagogical Research, 8(1), 75–82. Doi: https://doi.org/10.33902/JPR.202423476
  9. Every, E., Ball, L., & van Driel, J. (2025). Mathematics teachers’ perceptions of teaching strategies when adopting a STEM approach. Mathematics Education Research Journal. Doi: https://doi.org/10.1007/s13394-025-00520-9
  10. Furner, J. M. (2024). Creating connections: Using problem-based instruction with mathematics and technology like GeoGebra for STEM integration. International Journal of Education in Mathematics, Science and Technology, 12(4), 957–970. Doi: https://doi.org/10.46328/ijemst.4018
  11. Gun Sahin, Z., & Gurbuz, R. (2022). The effect of supported realistic mathematics education with short films on conceptual and procedural knowledge. Acta Didactica Napocensia, 15(2), 83–110. Doi: https://doi.org/10.24193/adn.15.2.6
  12. Juana, N. A., Kaswoto, J., Sugiman, S., & Hidayat, A. A. A. (2022). The learning trajectory of set concept using realistic mathematics education (RME). Jurnal Pendidikan Matematika, 17(1), 89–102. Doi: https://doi.org/10.22342/jpm.17.1.19077.89-102
  13. Juandi, D., Kusumah, Y. S., & Tamur, M. (2022). A meta-analysis of the last two decades of realistic mathematics education approaches. International Journal of Instruction, 15(1), 381–400. Doi: https://doi.org/10.29333/iji.2022.15122a
  14. Kartikasari, I. A., Usodo, B., & Riyadi. (2022). The effectiveness open-ended learning and creative problem solving models to teach creative thinking skills. Pegem Egitim ve Ogretim Dergisi, 12(4), 29–38. Doi: https://doi.org/10.47750/pegegog.12.04.04
  15. Kristensen, M. A., Larsen, D. M., Seidelin, L., & Svabo, C. (2023). The role of mathematics in STEM activities: Syntheses and a framework from a literature review. International Journal of Education in Mathematics, Science and Technology, 12(2), 418–431. Doi: https://doi.org/10.46328/ijemst.3357
  16. Kulegel, S., & Topsakal, U. U. (2021). Investigating perceptions and skills of gifted students in STEM education. World Journal of Education, 11(3), 39. Doi: https://doi.org/10.5430/wje.v11n3p39
  17. Kwangpukieo, C., & Sawangboon, T. (2024). Fostering mathematical proficiency and creative thinking skills in 10th grade students through the 5E inquiry-based learning approach with supplementary media. International Education Studies, 17(3), 1. Doi: https://doi.org/10.5539/ies.v17n3p1
  18. Listiawati, N., Sabon, S. S., Siswantari, Subijanto, Wibowo, S., Zulkardi, & Riyanto, B. (2023). Analysis of implementing realistic mathematics education principles to enhance mathematics competence of slow learner students. Journal on Mathematics Education, 14(4), 683–700. Doi: https://doi.org/10.22342/jme.v14i4.pp683-700
  19. Ndiung, S., Sariyasa, Jehadus, E., & Apsari, R. A. (2021). The effect of treffinger creative learning model with the use rme principles on creative thinking skill and mathematics learning outcome. International Journal of Instruction, 14(2), 873–888. Doi: https://doi.org/10.29333/iji.2021.14249a
  20. Nurmasari, L., Budiyono, Nurkamto, J., & Ramli, M. (2024). Realistic mathematics engineering for improving elementary school students’ mathematical literacy. Journal on Mathematics Education, 15(1), 1–26. Doi: https://doi.org/10.22342/jme.v15i1.pp1-26
  21. Othman, O., Iksan, Z. H., & Yasin, R. M. (2022). Creative teaching STEM module: High school students’ perception. European Journal of Educational Research, 11(4), 2127–2137. Doi: https://doi.org/10.12973/eu-jer.11.4.2127
  22. Palinussa, A. L., Molle, J. S., & Gaspersz, M. (2021). Realistic mathematics education: Mathematical reasoning and communication skills in rural contexts. International Journal of Evaluation and Research in Education, 10(2), 522–534. Doi: https://doi.org/10.11591/ijere.v10i2.20640
  23. Palinussa, A. L., Tupamahu, P. Z., Sabandar, V. P., Makaruku, Y. H., & Sabandar, J. (2024). Realistic mathematics education: Mathematics e-modules in improving student learning outcomes. Infinity Journal, 14(1), 45–64. Doi: https://doi.org/10.22460/infinity.v14i1.p45-64
  24. Pramudiani, P., Herman, T., Turmudi, T., Dolk, M., & Terlouw, B. (2022). What do Indonesian and Dutch teachers find challenging when implementing realistic mathematics education? Jurnal Pendidikan Matematika, 17(1), 103–120. Doi: https://doi.org/10.22342/jpm.17.1.20097.103-120
  25. Prasertsang, P., Komal, A., Nilvon, S., Worapun, W., & Lamjuanjit, Y. (2022). STEM education-based learning management for creative thinking development: Length measurement lessons of Grade 3 Students. Journal of Educational Issues, 8(2), 603. Doi: https://doi.org/10.5296/jei.v8i2.20093
  26. Putri, A. D., Juandi, D., & Turmudi. (2024). Realistic mathematics education and mathematical literacy: a meta-analysis conducted on studies in Indonesia. Journal of Education and Learning, 18(4), 1468–1476. Doi: https://doi.org/10.11591/edulearn.v18i4.21650
  27. Sarwi, S., Marwoto, P., Susilaningsih, E., Lathif, Y. F., & Winarto, W. (2024). Science learning STEM-R approach: A study of students’ reflective and critical thinking. Journal of Education and Learning, 18(2), 462–470. Doi: https://doi.org/10.11591/edulearn.v18i2.21080
  28. Setiadi, N. (2020). The implementation of realistic mathematics education (RME) to support Indonesian 5 th-grade students to learn multiplication and division. Southeast Asia Mathematics Education Journal, 10(1), 41–53. Doi: https://doi.org/10.46517/seamej.v10i1.98
  29. Syutaridho, Ramury, F., & Nurhijah. (2023). The influence of indonesia's realistic mathematics education approach on students' creative thinking ability. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 7(2), 99–111. Doi: https://doi.org/10.22437/jiituj.v7i2.28700
  30. Üredi, P., & Doganay, A. (2023). Developing the skill of associating mathematics with real life through realistic mathematics education: An action research. Kuramsal Eğitimbilim, 16(2), 394–422. Doi: https://doi.org/10.30831/akukeg.1214339
  31. Varlık, S. (2024). Critical and creative thinking in science teachers: The moderating role of epistemology. Journal of Baltic Science Education, 23(5), 964–978. Doi: https://doi.org/10.33225/jbse/24.23.964
  32. Wulandari, I. P., Rochmad, R., & Sugianto, S. (2020). Integrated between DAPIC problem solving model and RME approach to enhance critical thinking ability and self confidence. Anatolian Journal of Education, 5(2), 73–84. Doi: https://doi.org/10.29333/aje.2020.526a
  33. Yilmaz, R. (2020). Prospective mathematics teachers’ cognitive competencies on realistic mathematics education. Journal on Mathematics Education, 11(1), 17–44. Doi: https://doi.org/10.22342/jme.11.1.8690.17-44

How to Cite

Rahmania, A. A., & Shodikin, A. (2025). Embedding realistic mathematics education within STEM to promote creative thinking skills. Beta: Jurnal Tadris Matematika, 18(2), 29–41. https://doi.org/10.20414/betajtm.v18i2.712

License

Copyright (c) 2025 Adinda Aulia Rahmania, Ali Shodikin

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.