Peningkatan Proses dan Hasil Belajar Matematika Menggunakan Model Pembelajaran Realistic Mathematics Education (RME)

Abstract

This study was motivated by low student engagement and suboptimal learning outcomes in mathematics, particularly in the areas of integers and decimals. The purpose of this study was to determine the improvement in the mathematics learning process and outcomes through the application of the Realistic Mathematics Education (RME) learning model in grade V of SDN 196/II Taman Agung. The type of research used was Classroom Action Research (CAR), which was carried out in two cycles, each cycle consisting of two meetings with the stages of planning, implementation, observation, and reflection. The research subjects were 21 fifth-grade students in the even semester of the 2025/2026 academic year. Research data were collected through teacher observation sheets, student observation sheets, and learning outcome tests, then analyzed using quantitative descriptive techniques. The results showed that there was an improvement in the quality of the learning process and learning outcomes after the RME model was implemented. Teacher observations improved from an average of 85.29% in cycle I to 97.06% in cycle II, while student observations increased from 70% in cycle I to 85% in cycle II. Improvements were also seen in learning outcomes, with the average student score rising from 65% in cycle I to 85% in cycle II, an increase of 20%. Thus, it can be concluded that the application of the Realistic Mathematics Education (RME) learning model is effective in increasing student engagement and mathematics learning outcomes, making this model an alternative innovative learning strategy in elementary schools.