<![CDATA[Indonesian elementary students’ mathematical literacy remains below the OECD average. This study examined the implementation of Multisensory-Enriched Realistic Mathematics Education (ME-RME) for cubes and cuboids and compared students’ conceptual understanding and mathematical disposition with conventional instruction. An exploratory sequential mixed-methods design was conducted at a public elementary school in Bekasi Regency, West Java. The qualitative phase involved structured observations of 35 sixth-grade students over four lessons and semi-structured interviews with 33 students; findings informed refinement of the lessons and instruments. The quantitative phase used a non-equivalent pretest–posttest quasi-experiment involving an experimental class (n = 35) and a control class (n = 35), each taught by the same teacher over four 70-minute lessons. Conceptual understanding was assessed through an essay test and mathematical disposition through a Likert-scale questionnaire. Analyses included ANCOVA, MANOVA, and Bonferroni-corrected follow-ups. Groups did not differ significantly at pretest, t(68) = 1.32, p = .192. At posttest, the experimental group outperformed the control group in conceptual understanding (M = 90.69, SD = 5.85 vs. M = 68.46, SD = 7.47; t(68) = 13.86, p < .001; Hedges’ g = 3.28) and disposition (M = 119.05, SD = 9.41 vs. M = 102.05, SD = 10.79; g = 1.66). MANOVA was significant, Wilks’ Λ = .249, F(2, 67) = 100.80, p < .001. ME-RME was associated with higher conceptual understanding and more positive mathematical disposition, although the short intervention, single-school setting, and non-random allocation limit generalizability.]]>
