Effect of The RME Approach Assisted by the Change-It! Media on Students' Mathematical Representation Abilities

Wulandari Wulandari (Elementary School Teacher Education Program, Sumedang Regional Campus, Universitas Pendidikan Indonesia)
Isrok'atun Isrok'atun (Elementary School Teacher Education Program, Sumedang Regional Campus, Universitas Pendidikan Indonesia)
Ani Nur Aeni (Elementary School Teacher Education Program, Sumedang Regional Campus, Universitas Pendidikan Indonesia)

Kognitif: Jurnal Riset HOTS Pendidikan Matematika
Vol. 6 No. 3 (2026): July - September 2026

This study aims to analyze the effect of the RME approach assisted by Change-It! media on the mathematical representation ability of fourth-grade students. The RME approach was chosen because it provides opportunities for students to build their own mathematical understanding through situations close to their lives, while the Change-It! media is used to help students transform concrete data into various forms of representation. This study uses a quantitative and quasi-experimental approach as its research method. The design used is a nonequivalent control group design and the sampling technique used is purposive sampling. The population in this study were all fourth-grade students in Cimalaka District with the selected samples being Mandalaherang I Elementary School as the experimental class and Cimalaka III Elementary School as the control class. The instrument used was a mathematical representation ability test. The results of this study are that the RME approach assisted by Change-It! media has a significant effect on the mathematical representation ability of fourth-grade students.This is proven by the results of statistical data tests,The average final mathematical representation ability of students after being given the Change-It! media-assisted RME approach was 69.74 with an N-Gain value of 0.55, which is included in the medium category of improvement and the effect of the Change-It! media-assisted RME approach on mathematical representation ability is 54.76%. Meanwhile, the average final mathematical representation ability of students after being given the conventional approach was 48.95 with an N-Gain value of 0.27, which is included in the low category of improvement and the effect of the conventional approach on students' mathematical representation ability is 78%. It is concluded that there is a difference in the influence between the Change-It! media-assisted RME approach and the conventional approach on the mathematical representation ability of fourth-grade students on pictogram material.