Pengaruh Model Pembelajaran Realistic Mathematic Education (RME) Berbantuan Alat Peraga Lego terhadap Hasil Belajar Siswa Kelas IV SD pada Materi Geometri - Erna Dila; Emi Sulistri; Andika Kusuma Wijaya (Variabel, 2025)
Penelitian ini bertujuan untuk (1) mengetahui perbedaan hasil belajar siswa yang diajarkan menggunakan model RME berbantuan alat peraga Lego dengan siswa yang diajarkan pembelajaran langsung; (2) mengetahui seberapa besar pengaruh model RME berbantuan alat peraga Lego terhadap hasil belajar matematika siswa; dan (3) mengetahui respon siswa setelah diterapkan model pembelajaran RME berbantuan alat peraga Lego. Jenis penelitian ini adalah penelitian kuantitatif metode Quasi Experimental Design dengan Pretest-Posttest Control Group Design. Populasi penelitian ini adalah siswa kelas IVA dan IVB di SDN 5 Singkawang berjumlah 42 siswa. Sampel yang diambil adalah siswa kelas IVA dan IVB masing-masing berjumlah 21 siswa. Teknik pengumpulan data menggunakan tes hasil belajar kognitif dan angket respon siswa. Teknik analisis data menggunakan uji-t dua sampel independen, uji Effect Size, dan analisis persentae deskriptif. Hasil penelitian menunjukkan bahwa (1) terdapat perbedaan hasil belajar siswa yang diajarkan menggunakan model RME berbantuan alat peraga Lego dengan siswa yang diajarkan pembelajaran langsung dengan hasil thitung = 2,3042 > ttabel = 2,0210; (2) Model pembelajaran RME berpengaruh besar terhadap hasil belajar matematika siswa pada materi geometri dengan hasil Effect Size = 0,55 kategori tinggi; dan (3) respon siswa potitif terhadap model pembelajaran RME berbantuan alat peraga Lego dengan rata-rata 74% kategori baik. Kata Kunci: Model Realistic Mathematic Education (RME); Hasil Belajar Matematika; GeometriThe Effect of the Realistic Mathematic Education (RME) Learning Model Assisted by Lego Props on the Students' Learning Outcomes of Grade IV Elementary School on GeometryABSTRACTThis study aims to (1) find out the difference in the learning outcomes of students who are taught using the RME model assisted by Lego props and students who are taught direct learning; (2) find out how much the influence of the RME model assisted by Lego props on students' mathematics learning outcomes; and (3) find out the students' responses after the implementation of the RME learning model assisted by Lego props. This type of research was quantitative research of the Quasi-Experimental method with Pretest-Posttest Control Group Design. The population of this study was 42 students in grades IVA and IVB at SDN 5 Singkawang. The samples taken were students of classes IVA and IVB totaling 21 students each. The data collection technique used cognitive learning outcome tests and student response questionnaires. The data analysis technique used an independent two samples t-test, an Effect Size test, and a descriptive percentage analysis. The results showed that (1) there was a difference in the learning outcomes of students who were taught using the RME model assisted by Lego props and students who were taught direct learning with results tcount = 2.3042 > ttable = 2.0210; (2) the RME learning model had a great influence on students' mathematics learning outcomes in geometry with the result of Effect Size = 0.55 high category; and (3) positive student responses to the RME learning model assisted by Lego props with an average of 74% good category.