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Syarfuni Syarfuni
English Department, Universitas Bina Bangsa Getsempena, Aceh, Indonesia
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Journal : jurnal dikdas bantara

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Inggris Yusari , Rita; Novita, Rita; Syarfuni; Mayang Sari, Siti
Jurnal Dikdas Bantara Vol.8 No.2 (2025)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/dikdasbantara.v8i2.7169

Abstract

Mathematics learning in elementary schools often faces challenges in improving students' conceptual understanding, especially in fractions. A fifth-grade teacher at Sd Negeri 61 Banda Aceh City, Mrs. N, said in an interview session that during the teaching and learning process in the classroom, teachers still tend to use lecture methods as is generally used so that the teaching and learning process in the classroom is conventional and lacks creativity during learning, students are unable to implement it into real life. The Realistic Mathematics Education (RME) approach provides a solution by connecting mathematical concepts with real-life contexts, making it easier for students to understand and apply fraction concepts more meaningfully. This study aims to analyze the implementation of the RME model in fraction learning and its effect on elementary school students' conceptual understanding. The research method used is a quasi-experimental study with a pretest-posttest control group design. The research subjects consisted of fifth-grade elementary school students who were divided into an experimental group (with RME) and a control group (with conventional methods). The research instruments included conceptual understanding tests, observations, and interviews to obtain quantitative and qualitative data. The results showed that students who learned with the RME approach experienced a more significant increase in conceptual understanding compared to students who learned using conventional methods. RME-based learning can help students construct fraction concepts through exploration of contextual situations, group discussions, and reflection on problem-solving strategies. Therefore, using this approach can be an effective strategy in improving the quality of fraction learning in elementary schools.
Co-Authors Aan Iswandi Abda Abda Abdussyukur Abubakar Abubakar ahmad arifin Aida Rahmi Nasution Aida Rahmi Nasution, Aida Rahmi Akmaluddin Akmaluddin Akmaluddin Akmaluddin Andi Irma Sarjani Andri Ilham Atin Supriatin, Atin Ayu Azizah Azhar Azhar Azizah Azizah Bakti, Surya Darma Basri, Basri Boyzami, Boyzami Chakam Failasuf Dedi Sahputra Ekawati, Yulia Endah Fauziningrum, Endah Fadhli, Teuku Fajri Yulia Fajri, Yulia Fitri Zulfidar Hadiyanto, Andy Hartati , Sri Herawati Herawati Husni, Aidi Ida Fazila Ika Kana Trisnawati Jenal Abidin, Jenal Jumiatun Jumiatun, Jumiatun Lindayani, Lindayani Mardhatillah Mardhatillah, Mardhatillah Masrizal Mastiah, Sri Mauladiah, Mauladiah Maulizan ZA Mayang Sari , Siti Mayang Sari, Siti Muhammad Husein Muhammad Husein Muhammad Luthfi Mujriyanti, Ana Mukhlisuddin Ilyas Mukhlisuddin, Mukhlisuddin Muklisuddin Mulia Putra Mulyadi Syahputra MULYANI Mursyidi, Mursyidi Musdiani Musdiani Nicolas, Djone Georges Noralita Norhazaruddin, Nurul Fatehah Binti Novita , Rita Nuruddin, Nuruddin PRIA MITRA PURBA Rahayu, Pipit Agustri Rahmattullah, Rahmattullah Rahmatullah Raihan, Alifa Ratnawati Ratnawati Resijan, Resijan Ridhayanie, Ridhayanie Rinda Riztya Riski Mayusandra Rita Novita Romdani, Romdani Rosdiana Rosdiana Rosdiana Sari, Mike Nurmalia Sariakin Sariakin Sarip, Mohamad Shima, Nurzatul Siti Mayang Sari Siti Mayang Sari Siti Muflihah, Siti Sitorus, Jonni Sofia F Rahmani Sri Wahyuni Sudarmadi Suraiya Suraiya Suryati Syafii, Mhd. Tay, Xiu Wen Verawati Verawati Verawati Verawati Yusari , Rita Yusari, Rita Zahraini Zahraini Zahrila Ismail Zubairi, Muhammad Zulhairi Bin