Realistic Mathematics Education for Improving Conceptual Understanding: A Systematic Literature Review
Sanie Rachma Setia Gunawan (a*), Annisa Fauziyyah (a)

a) Mathematics Education, Universitas Pendidikan Indonesia
Jl. Dr. Setiabudi No.229, Bandung 40154, Indonesia
*sanierachmasetiagunawan[at]upi.edu

Abstract

Realistic mathematics education (RME) is considered capable of bridging students concrete experiences and abstract mathematical concepts, making it a popular approach for improving students conceptual understanding. This study aims to analyze the effectiveness of RME in improving students^ conceptual understanding and to identify the dominant principles that support its implementation based on previous empirical studies. The method used is a systematic literature review (SLR) with a PRISMA design. Data collection was conducted by searching for indexed articles on Google Scholar and Semantic Scholar using the Publish or Perish 8 application from 2015 to 2025. Based on the inclusion-exclusion criteria, problem formulation, and research objectives, eight articles were selected for further analysis. The results show that the dominant principles in implementing RME are reality and activity, emphasizing real-life contexts and active student involvement. Other principles such as level, interactivity, intertwinement, and guidance also appear but are less prominent. Overall, RME is proven effective in improving students^ conceptual understanding of mathematics in a meaningful and contextual way. Future studies are recommended to explore the integration of digital technology to strengthen conceptual connections, enhance interactivity, and support the transition from concrete to abstract understanding.

Keywords: Conceptual understanding- RME- SLR

Topic: Mathematics and Mathematics Education