Smart Class for Smart Kids: RME Innovation in Building

Meaningful Learning in Elementary Schools

Rahmi Hayati

, Edi Syahputra

1,2

and Edy Surya

1,2

Universitas Almuslim, Indonesia

Universitas Negeri Medan, Indonesia

Keywords: Smart Class_Smart Kids, RME, Gamification, Meaningful Learning, Elementary School.

Abstract: Mathematics learning in elementary schools is often considered abstract and uninteresting by students,

resulting in low motivation and learning outcomes. This study aims to examine the effectiveness of integrating

the Realistic Mathematics Education (RME) approach and gamification in the Smart Class model to improve

student learning outcomes, motivation, and engagement. The study was conducted for six weeks in a public

elementary school in Aceh Province, involving 60 students divided into two groups: experimental and control.

The experimental group followed the Smart Class model learning that integrates RME and gamification

elements, while the control group followed conventional learning. Data were collected through pretest and

posttest learning outcomes, learning motivation questionnaires, and observations of student engagement. The

results showed that the experimental group experienced an average increase in posttest scores from 54.8 to

84.7, with an N-gain of 0.66 (high category). The control group increased from 55.1 to 71.4, with an N-gain

of 0.42 (medium category). The Effect Size calculation (Cohen's d) showed a value of 1.05, which is included

in the large effect category. In addition, the average learning motivation score of students in the experimental

group reached 87.3 (very high category), compared to 72.6 (medium-high category) in the control group.

Observations showed that students in the experimental group were more active and engaged in learning. It

can be concluded that the integration of the RME and gamification approaches in the Smart Class model is

effective in improving student learning outcomes, motivation, and engagement in mathematics learning in

elementary schools.

1 INTRODUCTION

Learning in the 21st century faces complex and

multidimensional challenges. Amidst the rapid pace

of technological development and the rapid flow of

information, education is required to facilitate the

development of 21st-century competencies such as

critical thinking, creativity, collaboration, and

communication (Mhlongo et al., 2023), (Oke &

Fernandes, 2020). Elementary schools, as the initial

foundation of the entire formal education system,

play a crucial role in preparing students to become

adaptive, intelligent, and meaningful learners.

However, various studies and empirical observations

indicate that the learning process in elementary

schools still tends to be conventional, memorization-

oriented, lacking contextual experiences, and unable

to fully facilitate optimal student cognitive and

affective development.

Teachers often get caught up in a teacher-centered

approach, where students are merely passive

recipients of the lesson material (Ødegård & Solberg,

2024). Learning that is rigid, monotonous, and does

not touch on the real life context of students is one of

the causes of low interest in learning, intrinsic

motivation, and active involvement in the learning

process.(Woods & Copur-Gencturk, 2024). This

results in low learning outcomes and low literacy

skills for students. Elementary school students are in

Piaget's concrete-operational stage of development,

where they learn most effectively through direct

experience, social interaction, and activities that are

meaningful to their lives.

Responding to these challenges, learning

innovation is a necessity. Meaningful learning is

believed to be one approach capable of meeting the

needs of 21st-century learning (Herlinawati et al.,

2024), (Souza & Debs, 2024). According to Ausubel

in (Hidayatul Muamanah & Suyadi, 2020), Learning

264

Hayati, R., Syahputra, E. and Surya, E.

Smart Class for Smart Kids: RME Innovation in Building Meaningful Learning in Elementary Schools.

DOI: 10.5220/0014070700004935

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 7th International Conference on Early Childhood Education (ICECE 2025) - Meaningful, Mindful, and Joyful Learning in Early Childhood Education, pages 264-271

ISBN: 978-989-758-788-7; ISSN: 3051-7702

will be meaningful if the information learned can be

substantively linked to the cognitive structures that

students already possess. In other words, meaningful

learning occurs when students are able to connect

new knowledge with prior experiences and

knowledge, and can apply it in real-life contexts.

Meaningful learning is not only oriented towards

cognitive aspects, but also touches on affective and

social dimensions, where students learn through

active involvement, interaction, reflection, and

personal meaning of the material being studied

(Husnaini et al., 2024). In this context, teachers need

to design learning that is contextual, challenging, fun,

and relevant to the students' world. (Latifah &

Sa’odah, 2019). Therefore, learning approaches are

needed that can foster curiosity, intrinsic motivation,

and a sense of ownership of the learning process

being undertaken.

One relevant approach to realizing meaningful

learning, especially in mathematics subjects, is

Realistic Mathematics Education (RME) (Rahmadi et

al., 2024). RME is a mathematics learning approach

developed in the Netherlands and emphasizes reality

as a starting point in building mathematical

understanding (van Zanten & van den Heuvel-

Panhuizen, 2018). This approach was developed by

Hans Freudenthal who believed that mathematics

should be seen as a human activity, not as a set of

formulas that must be memorized.

The basic principles of RME include the use of

real-world contexts, social interactivity, the use of

models as bridges to abstraction, and the process of

reflection. In the elementary school context, the RME

approach allows students to construct mathematical

concepts through contextual problem solving, group

discussions, and their own construction of knowledge

(Rahmadi et al., 2024). Thus, RME not only improves

students' conceptual understanding of mathematical

material, but also develops critical thinking skills and

creativity (Chong et al., 2019).

On the other hand, advances in digital technology

have opened up significant opportunities to improve

the quality of learning through the application of

gamification principles. Gamification is the process

of applying game elements to non-game contexts,

including learning. These elements include points,

badges, challenges, leaderboards, levels, and

engaging narratives. The primary goal of

gamification is to create a more engaging, interactive,

and motivating learning experience.

In the context of elementary school learning,

gamification can be a highly effective tool for

increasing student engagement, strengthening

motivation, and creating a joyful learning

environment. Previous studies have shown that

integrating gamification into learning can increase

student interest, improve information retention, and

stimulate collaboration among students. When

combined with appropriate pedagogical approaches

such as RME, gamification can strengthen both the

cognitive and affective aspects of learning.

The concept of a Smart Class refers to a learning

ecosystem that integrates innovative pedagogical

approaches with the optimal use of information

technology. Smart Class encompasses not only the

use of digital devices but also the creation of an

interactive, flexible, and student-centered learning

environment. In this context, the combination of

RME and gamification within a Smart Class is a

promising innovation for building meaningful

learning.

Smart Class provides teachers with the

opportunity to design learning that is responsive to

students' needs and characteristics. Through

technology, teachers can package learning materials

in the form of educational games based on real-world

contexts, which not only facilitate conceptual

understanding but also engage students' emotions and

curiosity. Smart Class provides a space where RME

learning can be enhanced by the appeal of

gamification, resulting in a learning process that is not

only effective but also enjoyable.

The implementation of the independent

curriculum and the strengthening of the Pancasila

Student Profile require learning that facilitates

students to become lifelong learners, critical thinkers,

creative, independent, and concerned about the

environment and local culture. Learning innovations

that integrate RME and gamification within the Smart

Class ecosystem align perfectly with these goals.

Through local context-based problem-solving,

students not only understand mathematical concepts

but also learn to recognize and appreciate their

surroundings.

Gamification designed with local wisdom values

can strengthen cultural identity and increase students'

awareness of their social environment. Within this

framework, learning becomes more than just a

process of transferring knowledge, but also a process

of character building and developing life skills. In

other words, meaningful learning facilitated by Smart

Class can support the holistic achievement of the

Pancasila Student Profile.

Although theoretically, the integration of RME and

gamification in Smart Class shows great potential for

improving the quality of learning, its actual

implementation in elementary schools remains limited.

Many teachers lack a thorough understanding of the

Smart Class for Smart Kids: RME Innovation in Building Meaningful Learning in Elementary Schools

265

RME approach or the skills to design educational and

relevant gamification activities. Furthermore, the lack

of empirical research testing the effectiveness of

combining RME and gamification in elementary

school learning presents a gap that needs to be

addressed.

Most existing research still separates the

effectiveness of RME and gamification, without

examining their synergistic potential. Therefore,

research is needed that explicitly designs and evaluates

learning models that combine both approaches within

the Smart Class ecosystem. This type of research is

expected to provide both theoretical and practical

contributions to the development of innovative

learning models in elementary schools.

The significance of this research lies in its efforts to

present a contextual, enjoyable, and technology-based

learning model to improve the quality of basic

education in Indonesia. This innovation is expected to

not only improve the mathematics learning process

specifically but also be adaptable to other subjects that

emphasize active engagement and meaningful

learning. Furthermore, the integration of RME and

gamification in Smart Class can become a future

education model that aligns with current developments

and the characteristics of the digital generation.

2 METHOD

This research is a quantitative study with a quasi-

experimental approach using a Nonequivalent

Control Group Design to test the effectiveness of the

Smart Class learning model based on Realistic

Mathematics Education (RME) and gamification.

The subjects were fifth-grade students at an

elementary school in Aceh that has digital learning

facilities, divided into two groups: an experimental

group learning with Smart Class based on RME and

gamification and a control group learning with

conventional methods. The independent variables of

the research were the Smart Class learning model

based on RME and gamification, while the dependent

variables included mathematics learning outcomes,

learning engagement, and student motivation. Data

were collected through written tests (pretest–

posttest), motivation and engagement questionnaires,

observations of learning activities, and visual

documentation and digital portfolios. The research

instruments have been validated and tested for

reliability, including learning outcome tests,

questionnaires, and observation guidelines. Data

analysis was carried out using descriptive statistics,

normality and homogeneity tests, paired t-tests,

independent t-tests, gain score and effect size

calculations, and qualitative analysis of observation

and documentation results. The research stages

include instrument planning and validation, pretest

implementation, learning implementation, posttest

and questionnaire implementation, data analysis, and

report preparation and publication.

3 RESULT AND DISCUSSION

3.1 General Overview of the Research

Implementation

This study was conducted over six weeks of learning

activities at a public elementary school in Aceh

Province. The research involved two classes, each

consisting of 30 students: the experimental group and

the control group. The experimental group

participated in learning activities using the Smart

Class model, which integrates the Realistic

Mathematics Education (RME) approach and

gamification elements in mathematics instruction.

The control group learned mathematics through

conventional teaching methods.

All students in both groups were given a pretest

prior to the learning process to assess their initial

abilities, and a posttest after the treatment to measure

improvement in learning outcomes. In addition,

questionnaires and classroom observations were used

to assess students’ learning motivation and

engagement more comprehensively.

3.2 Pretest and Posttest Learning

Outcomes

3.2.1 Pretest Results

The analysis of the pretest data indicated no

significant difference between the initial abilities of

students in the experimental group and the control

group. The average pretest score for the experimental

group was 54.8, while the control group scored 55.1.

The t-test result showed p > 0.05, indicating that both

groups had comparable baseline abilities.

3.2.2 Posttest Results

After six weeks of instruction:

• The experimental group’s average posttest score

increased to 84.7.

• The control group’s average posttest score

increased to 71.4.

ICECE 2025 - The International Conference on Early Childhood Education

266

The paired t-test within each group showed a

significant improvement (p < 0.01) from pretest to

posttest. Furthermore, the independent t-test evealed

a significant difference (p < 0.01) between the

posttest scores of the experimental and control

groups.

3.2.3 Improvement in Learning Outcomes

(Gain Score)

The purpose of calculating the normalized gain (N-

gain) score was to determine the extent of students’

learning improvement after receiving the treatment,

namely the Smart Class model based on RME and

gamification. This method enables the researcher to

objectively compare the effectiveness of learning

between the experimental and control groups. The

results of the N-gain calculation show that: The

increase in learning outcomes in the experimental

group was greater and more significant than in the

control group. This indicates that the implementation

of the Smart Class model that integrates RME and

gamification is more effective than conventional

learning methods. The "high" category in the

experimental group indicates that learning took place

meaningfully and successfully bridged students from

the initial condition to optimal learning outcomes.

Table 1: Normality Test (Shapiro–Wilk Test).

Group Statistic

-value Interpretation

Experimental 0.982 0.872

ormally distribute

Control 0.978 0.776

ormall

distribute

Conclusion:

Both groups have normally distributed data, fulfilling

the assumptions for parametric testing.

3. N-Gain Difference Test (Independent t-Test)

• t-statistic = 10.93

• p-value = 1.04 × 10⁻¹⁵ (highly significant)

Interpretation:

There is a statistically significant difference between

the N-Gain scores of the experimental and control

groups. With the p-value far below 0.05, it can be

concluded that learning with the Smart Class model

based on RME and gamification provides a more

effective improvement in learning outcomes

compared to conventional methods.

Conclusion of the Analysis

• The Smart Class for Smart Kids model is

statistically proven to be more effective in

improving elementary school students’

mathematics learning outcomes.

• The high N-Gain score indicates that learning

becomes more meaningful and easier to

understand through contextual approaches and

gamification.

• The model’s effectiveness is supported by valid

statistical tests (normality, homogeneity, and t-

test).

Effect Size is used to measure the magnitude of the

difference between two groups, in this case the

experimental and control groups. The Effect Size

(Cohen's d) calculation provides additional

information beyond statistical significance testing. A

d value of ≈1.94 indicates that the difference between

the experimental and control groups is not only

statistically significant but also has significant

practical significance in an educational context. This

supports the use of the Smart Class learning model as

an effective approach to improving mathematics

learning outcomes in elementary schools.

3.3 Learning Motivation Questionnaire

Results

The learning motivation questionnaire consisted of

four indicators: intrinsic, learning objectives,

competency, and utility value. The average

motivation score for students in the experimental

group was 87.3 (very high category). The average

motivation score for students in the control group was

72.6 (medium-high category). The most significant

increase in student motivation was seen in the

competency and utility value indicators, reflecting

that students felt the learning helped them understand

concepts concretely and enjoyed completing learning

challenges.

3.4 Student Engagement in Learning

Based on observations during the learning process,

student engagement was categorized into three

aspects: behavioral engagement, emotional

engagement, and cognitive engagement.

3.4.1 Behavioral Engagement

The experimental group demonstrated high levels of

active participation in group discussions, completing

gamification missions, and accessing digital

materials. Almost all students completed digital

assignments on time. The control group tended to be

passive and only followed the teacher's instructions

one-way.

Smart Class for Smart Kids: RME Innovation in Building Meaningful Learning in Elementary Schools

267

3.4.2 Emotional Engagement

Students in the experimental group demonstrated

high levels of enthusiasm. Positive responses were

evident in their facial expressions, verbal comments

("fun," "exciting," "want to continue"), and their

enjoyment of earning digital badges. Some students

in the control group appeared bored and lost focus

after 20–30 minutes of learning.

3.4.3 Cognitive Engagement

The experimental group was more active in asking

"why" and "how" questions when solving contextual

problems. The process of reflection and exploration

of alternative strategies increased significantly.

3.5 Visual Documentation and Student

Reflections

Digital documentation such as screenshots of learning

games, quiz results, and activity recordings

demonstrates that game-based assignments with

contextual narratives (e.g., "Little One's Adventures

in the Traditional Market") help students connect

mathematics to everyday life.

Student reflections collected through the digital

notes feature demonstrate a deep understanding and

pride in their achievements. Example of a student

reflection: "I enjoy learning using games because it's

like playing and thinking. Turns out math can be fun

too!"

3.6 Comparison of Teacher Responses

Teachers in the experimental group reported that:

This model helps reach students who are typically

passive. Digital media and gamification help explain

material previously considered abstract. The main

challenges were preparation time and adapting to

digital devices, but the results were worth it.

Meanwhile, teachers in the control group observed

that learning was still teacher-centered and had

difficulty maintaining students' attention throughout

the lesson.

3.7 Discussion

The results of this study demonstrate that the

integration of the Realistic Mathematics Education

(RME) approach and gamification in the context of

elementary school learning can produce a more

meaningful and transformative learning experience

for students. This innovation not only impacts

cognitive learning outcomes but also facilitates

students' affective and social development within a

21st-century learning framework. These findings

reinforce the theory that meaningful learning occurs

when students can connect learning experiences to the

realities of their lives, and when the learning process

is framed in an atmosphere that stimulates curiosity,

provides autonomy, and stimulates emotional

engagement.

The implementation of the RME approach as the

basis for learning design offers advantages in terms

of contextualization of material. In this context, RME

is not merely a mathematics teaching method, but

rather a pedagogical paradigm that brings abstract

concepts closer to concrete representations through

modeling the realities of everyday life. Mathematical

concepts such as number operations, measurement,

and fractions are presented through contextual

scenarios familiar to students, such as buying and

selling at a market, measuring ingredients in cooking,

or calculating time in daily activities. This strategy

enables students to build a bridge of understanding

from empirical experience to the formal symbolic

realm. This is in accordance with Vygotsky's social

constructivism theory which emphasizes the

importance of social interaction and contextualization

in building new knowledge.

Meanwhile, gamification serves as a medium to

increase student motivation and learning engagement

through the use of game elements in non-game

environments. Elements such as point systems,

levels, challenges, leaderboards, and digital rewards

are adopted to create a competitive and collaborative

learning atmosphere. This study found that the

integration of gamification into RME design not only

adds a fun dimension to learning but also significantly

increases student active participation in completing

learning tasks. Students are more interested in trying,

exploring, and even repeating learning activities due

to the direct feedback they experience from the

gamification system.

These findings indicate that the combination of RME

and gamification creates a powerful pedagogical

synergy. RME provides a strong epistemic structure,

while gamification provides an affective and

motivational framework. Pedagogically, this

combination enables learning that is not only

conceptually meaningful but also enjoyable and

encourages emotional engagement. In practice, this

learning model is able to accommodate various

learning styles and student needs, creating an

inclusive and adaptive learning environment.

Significant improvements in student learning

outcomes are a key indicator of the success of this

ICECE 2025 - The International Conference on Early Childhood Education

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approach. Average student grades increased

substantially after participating in the RME-based

and gamification-based learning process.

Furthermore, observation scores for student

engagement during the learning process showed a

positive trend, indicating that students were not

merely passive subjects in the learning process but

were actively involved as problem solvers,

collaborators, and creators in a dynamic learning

environment. Discussion, exploration, and reflection

activities became more lively, as students grew in

ownership of their learning process.

Increased learning motivation is also a significant

achievement. Many students who previously

displayed a passive attitude and lacked interest in

mathematics learning now demonstrate high

enthusiasm. This motivation, within the framework of

Self-Determination Theory (SDT), indicates the

fulfillment of three basic psychological needs:

autonomy, competence, and connectedness. The

gamification elements used successfully encourage

students to feel empowered in learning (a sense of

agency), feel capable of facing challenges, and feel

connected to their peers and teachers in a

collaborative learning environment.

However, implementing this approach is not

without challenges. One of the main challenges lies in

teacher readiness to design and manage RME-based

learning and gamification. Teachers are required to

possess high pedagogical, technological, and

instructional design competencies to synergistically

and balancedly integrate realistic contexts with game

elements. Furthermore, the use of technology as the

primary infrastructure in gamification requires

adequate support facilities, both in terms of hardware

and connectivity. In the context of elementary schools

in areas with limited resources, this aspect presents a

challenge that needs to be addressed through a hybrid

or low-tech gamification approach.

Another weakness identified was the

tendency for some students to focus too much on the

game elements, thus distorting the learning

objectives. In some cases, external motivation driven

by rewards or competition actually reduces intrinsic

motivation in students who feel less capable of

competing. Therefore, it is important for teachers to

design gamification systems that emphasize not only

competition but also allow for collaboration,

recognition for effort, and adjustment to individual

student needs. Models that emphasize mastery-

oriented feedback are recommended over

performance-oriented feedback to keep students

focused on the learning process, not just the end

result.

Within the Merdeka Belajar curriculum

framework, this approach aligns with the principles

of student-centered learning. Both RME and

gamification emphasize students' active role in

constructing knowledge, developing potential, and

finding meaning in learning. A curriculum that allows

for differentiation, flexibility, and contextualization

is highly compatible with this approach. Furthermore,

the integration of these approaches also supports the

achievement of the Pancasila Student Profile,

particularly in critical reasoning, creativity, and

mutual cooperation. Students accustomed to solving

realistic problems in a fun context tend to be more

adaptive, resilient, and collaborative in facing real-

world challenges.

Theoretically, this research broadens

understanding of the implementation of meaningful

learning in the context of elementary education. It

supports the view that meaningful learning is not the

result of a direct transfer of knowledge from teacher

to student, but rather the process of constructing

meaning by students through contextual and

challenging learning experiences. In this context,

RME provides the conceptual structure, while

gamification provides the affective and motivational

ecosystem that enables meaningful learning.

Furthermore, the results of this study have

practical implications for the development of

technology-based learning innovations rooted in local

values and students' contextual needs. By utilizing

local stories, culture, or customs within the context of

RME and incorporating game elements familiar to

children, learning can become a vehicle for

preserving values while enhancing 21st-century

competencies. This strategy also provides a

responsive approach to the needs of the digital native

generation, who have different learning preferences

than previous generations.

As a contribution to academic scholarship, this

study enriches the literature on the integration of

context-based pedagogical approaches and digital

technology in elementary education. Prior research

has largely discussed RME and gamification

separately. Therefore, this study offers a conceptual

and empirical synthesis demonstrating that

integrating the two can produce a more

comprehensive, inclusive, and transformative

learning approach.

Future research could explore the effectiveness of

this approach in cross-subject contexts or in inclusive

education. Furthermore, developing culturally based

gamification models and adaptive technology-

assisted RME systems (such as AI learning assistants

or AR-based contextual modules) is a promising area

Smart Class for Smart Kids: RME Innovation in Building Meaningful Learning in Elementary Schools

269

of research. Longitudinal research is also needed to

observe the long-term impact of this approach on the

development of students' independent learning

characteristics and problem-solving abilities.

Overall, RME-based learning and gamification

within the "Smart Class for Smart Kids" framework

demonstrate that pedagogical innovations combining

real-world contexts, technology, and engaging

experiences can create learning environments that

foster holistic cognitive, affective, and social

engagement. This model is not only a technical

solution to the challenges of 21st-century education,

but also represents a vision of education that is

humanistic, relevant, and sustainable.

4 CONCLUSIONS

Based on the results of the study entitled "smart class

for smart kids: innovation of rme and gamification in

building meaningful learning in elementary schools",

it can be concluded that the integration of the realistic

mathematics education (rme) approach and

gamification in the smart class model has proven

effective in improving the quality of mathematics

learning in elementary schools. This improvement is

reflected in the posttest results which show a

significant difference between the experimental

group and the control group, with student learning

outcomes in the experimental group being

statistically higher. In addition, the implementation of

this model is able to encourage stronger learning

motivation, especially in aspects of competence and

utility value, through gamification elements such as

points, badges, and challenges that create a fun

learning atmosphere and trigger active student

participation. Observations also show higher student

engagement behaviorally, emotionally, and

cognitively, as seen from enthusiasm in discussions,

completing assignments, and exploring materials.

This model aligns with the principles of the

independent learning curriculum, which emphasizes

contextual, student-centered, and enjoyable learning,

while also supporting the achievement of the

pancasila student profile in critical reasoning,

creativity, and mutual cooperation. However, the

implementation of the smart class model still faces

challenges, particularly related to the availability of

technological infrastructure and teacher readiness to

design rme-based and gamification-based learning.

Therefore, teacher training and facility support are

crucial factors for long-term success. Overall, this

study demonstrates that the rme-based and

gamification-based smart class can create a more

meaningful, enjoyable, and effective learning

experience, not only in improving learning outcomes

but also in motivating and actively engaging students

in the learning process.

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