<![CDATA[Low conceptual understanding and problem-solving skills in multiplication among third-grade elementary students stem from abstract instruction and suboptimal use of concrete manipulatives. This study examined the effect of the Realistic Mathematics Education (RME) approach assisted by concrete manipulative media on both variables. A quasi-experimental nonequivalent control group pretest-posttest design involved 55 students (30 experimental, 25 control). Instruments included a conceptual understanding test (10 items, α=0.824) and a multiplication problem-solving test (5 essay items, α=0.766). Data were analyzed using descriptive statistics, normality and homogeneity tests, MANOVA, and independent t-tests. Results showed the experimental group outperformed the control group in both conceptual understanding (M=83.60, SD=11.57 vs. M=67.68, SD=8.40) and problem-solving skills (M=78.67, SD=8.60 vs. M=68.00, SD=8.16). MANOVA revealed a significant multivariate difference (Wilks' Lambda=0.529; p<0.001), supported by independent t-tests (p<0.001) for both variables. In conclusion, the RME approach with concrete manipulative media significantly affects conceptual understanding and multiplication problem-solving skills, both simultaneously and partially, making it a viable alternative for teaching multiplication in elementary mathematics.]]>
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