Enhancing Eighth-Grade Students’ Plane Geometry Problem-Solving Skills through Realistic Mathematics Education : A Case Study at São José Operário Balide, Timor-Leste

Zelio da Conceicao Freitas; João Helio da Costa Alves; Meliana Yanti Mali

doi:10.56741/jgi.v4i03.1779

Authors

Zelio da Conceicao Freitas
zelioconceicaofreitas@gmail.com
Instituto Superior Cristal
João Helio da Costa Alves Instituto Superior Cristal
Meliana Yanti Mali Instituto Superior Cristal

DOI:

https://doi.org/10.56741/jgi.v4i03.1779

Keywords:

Geometry of the Plane, Mathematics Learning, Paired Sample t-Test, Problem-Solving Ability, Realistic Mathematics Education

Abstract

This study examines the influence of the Realistic Mathematics Education (RME) approach on eighth-grade students’ ability to solve plane geometry problems at Ensino Básico 3° Ciclo São José Operário Balide during the 2025 academic year. The research followed a quantitative pre-experimental design using a one-group pre-test and post-test structure. Prior to data collection, a try-out test consisting of 15 items was administered to 10 non-sample students to determine the validity and reliability of the research instrument. The results indicated that 10 items met the validity criteria, while 5 items were invalid. All 10 valid items demonstrated acceptable reliability, allowing their use as the main instrument for measuring students’ problem-solving ability. After administering the pre-test and post-test to the sample class, normality testing using the Lilliefors method showed that both pre-test (Lmax = 0.3707 > Ltabel = 0.14) and post-test data (Lmax = 0.4562 > Ltabel = 0.14) were normally distributed. Linearity testing further revealed that Fcount < Ftable (−28.18 < 2.78), indicating a linear relationship between the two sets of scores. Given the conditions of normality and linearity, the paired-sample t-test was conducted to determine the effect of the RME approach. The results showed a significant difference between the pre-test and post-test mean scores, demonstrating that RME positively influenced students’ geometry problem-solving abilities. These findings support the view that RME, grounded in constructivist principles, effectively encourages active student participation and enhances conceptual understanding in mathematics learning.

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Author Biographies

Zelio da Conceicao Freitas, Instituto Superior Cristal

is an educator and academic leader from Timor-Leste, currently serving as Dean of the Faculty of Education at Instituto Superior Cristal, Timor-Leste. He holds a Master’s degree in Educational Technology and is pursuing a Doctorate at Universitas Negeri Malang. His expertise includes blended learning, instructional design, multimedia education, and curriculum development. With extensive experience as a civil servant teacher and lecturer, he actively contributes to pedagogical innovation, academic research, and digital learning development. (email: zelioconceicaofreitas@gmail.com).

João Helio da Costa Alves, Instituto Superior Cristal

is an eighth-semester (final-year) student in the Mathematics Education Department at the Faculty of Teacher Training and Education, Instituto Superior Cristal, Timor-Leste. Born in Uma-Tolu on 27 July 2001, he is passionate about mathematics learning, educational research, and student academic development. As a finalist, he is actively engaged in completing his undergraduate research and contributing to academic activities within the department while preparing for a professional career in mathematics education. (email: joaoheliodacostaalves@gmail.com).

Meliana Yanti Mali, Instituto Superior Cristal

is a lecturer in the Mathematics Education Department at the Faculty of Teacher Training and Education, Instituto Superior Cristal, Timor-Leste. She also serves as the Internal Quality Assurance (IQA) coordinator for the Mathematics Department. Born in Tini on 12 May 1986, she is dedicated to strengthening mathematics education, quality assurance systems, and teaching innovation. Her academic work focuses on improving learning outcomes and supporting the professional development of future mathematics educators. (email: melianayantimali@gmail.com).

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