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.
