Hery Nugroho, Elly Arliani, Sugiman Sugiman
Many studies have tried to improve students' computational thinking (CT) skills in mathematics learning. However, there are still gaps in improving students' CT skills, especially in integrating the realistic mathematics education (RME) approach into instructional websites. To overcome this gap, this study aims to analyze the effectiveness of applying RME-integrated instructional websites (RME-Web) in improving students' CT skills in mathematics learning. To address the study's purpose, the researchers compared the RME-Web approach with the RME and direct-learning (DL) approaches. The research method is a quantitative quasi-experimental design with a non-equivalent control group, involving up to 90 junior high school students. The data analysis techniques used are the One-Way ANOVA, Tukey HSD, and N-Gain score. The research results show that the RME-Web approach improves students' CT skills more effectively than the other two approaches. The research findings are expected to be useful for practitioners, stakeholders, and academics in designing and implementing innovative learning approaches that integrate technology and contextual pedagogy to improve students' computational thinking skills in mathematics. © 2026, City University of New York. All rights reserved.
Department of Mathematics Education, Universitas Negeri Yogyakarta, Indonesia
