Trends and Gaps in Realistic Mathematics Education for Indonesian Students’ Mathematical Competence

This study aims to map trends and research gaps in Realistic Mathematics Education (RME) research on the development of students’ mathematical competence in Indonesia. It examines the competencies investigated, research approaches used, educational levels studied, and regional distribution of RME research. The review analyzed 204 primary journal articles published between 2014 and 2024 and retrieved from Scopus, Google Scholar, Semantic Scholar, and Crossref. The study followed PRISMA 2020 reporting procedures, applied predetermined inclusion and exclusion criteria, and used qualitative narrative synthesis supported by frequency and percentage analysis. The findings show that problem-solving ability and conceptual understanding were the most frequently investigated competencies, each representing 18.63% of the studies. Development research (47.06%) and quantitative research (36.27%) dominated the methodological approaches, while qualitative and mixed-method studies were limited. Most studies were conducted at the lower secondary school level or its equivalent (62.75%), whereas upper secondary school or its equivalent accounted for only 6.86%. Geographically, studies were concentrated in Java (50.98%) and Sumatra (38.24%). Overall, RME research in Indonesia has developed consistently, but its distribution remains uneven across competence focus, methodology, educational level, and research region.