Influence of culture on the adaptation of realistic mathematics education in Indonesia

Abstract

This study explores the adaptation of Realistic Mathematics Education (RME) – the Dutch approach to mathematics education – within the Indonesian context and interprets the influence of culture on such transfer of practice. In Indonesia, RME is known as Pendidikan Matematika Realistik Indonesia (PMRI), which means the Indonesian adaptation of RME. This study focuses on identifying the features of RME that can be accepted and integrated in various aspects of mathematics education in Indonesia as well as those that have been changed in the process. Emphasis is placed on studying the consistency between RME and exemplary curriculum materials, teachers’ attitudes towards teaching and learning mathematics, and teachers’ actual teaching practice in Indonesia. This study also compares similar aspects in the Netherlands as a point of reference. The major findings are as follows: The RME features that can be reflected in the current Indonesian primary mathematics curriculum were limited by the content-oriented approach and by the centralized decision making about the mathematical contents to be covered in the curriculum. The PMRI textbook that was developed to support the implementation of RME in Indonesia has adopted most features of the Dutch RME textbook, except for the differentiated tasks based on different ability levels. The PMRI teachers that had been trained in various RME-related workshops and development programs also generally showed support towards RME ideas. Yet, their intention to carry out the guidance and interactivity principles suggested by RME was found to be particularly lower than their Dutch counterparts. In their lessons, the PMRI teachers saw RME as able to bring joyful learning as well as to give opportunities for their students to learn both as individuals and through social construction. They also showed awareness of how to use realistic problems and to introduce models and schematization. Nevertheless, the realistic problems were mainly given as application problems rather than as a source for learning mathematics, and the implementation was limited by teachers’ dominance and rule-following methods. Unlike the Dutch lessons that are more open to students’ engagement and exploration, the Indonesian RME-based lessons were also found to lack horizontal interaction and intertwinement. In search of explanations for the findings, this study explores the consistencies and inconsistencies between RME and the Indonesian educational culture that is rooted in Javanese tradition. In addition to the cultural aspect, this study also examines the classroom, institutional, and societal aspects as well as the stage of RME development in Indonesia to understand why RME adaptation in this country has departed from its original form. Finally, this study suggests that the role of culture on RME adaptation in Indonesia deserves due attention.