<![CDATA[Understanding fractions remains one of the major challenges in elementary mathematics education due to their abstract nature and the tendency of instruction to focus on procedural knowledge rather than conceptual understanding. Therefore, a learning approach that connects mathematical concepts with students' real-life experiences is needed. This study aims to describe the implementation of the Realistic Mathematics Education (RME) approach in fraction learning within the context of Ramadan and to examine how students construct their understanding of fractions through contextual learning activities. This study employed a qualitative method using a design research approach involving fifth-grade students of SD Negeri 05 Perawang. Learning activities were designed using Ramadan-related contexts, such as the distribution of zakat fitrah and iftar meals, as starting points for the mathematization process. Data were collected through classroom observations, interviews, documentation, and analysis of students’ work. The findings revealed that the Ramadan context helped students connect real-life experiences with fraction concepts, enabling them to represent, compare, and solve fraction-related problems more meaningfully. In addition, students demonstrated active engagement in discussions, problem-solving activities, and concept construction throughout the learning process. These findings suggest that the Realistic Mathematics Education approach based on the Ramadan context has the potential to serve as a contextual and meaningful learning alternative for supporting elementary students’ understanding of fractions.]]>
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