<![CDATA[The problem identified in mathematics instruction in the second grade at SDN Gadang 1 Malang is the low level of students’ cognitive learning outcomes in the area of multi-digit addition and subtraction, due to difficulties in understanding the concepts of place value, carrying, and borrowing. The purpose of this study is to improve students’ cognitive learning outcomes through the application of the Realistic Mathematics Education (RME) model aided by the “Papan Jurang” (Addition and Subtraction) media. The study was conducted using the Classroom Action Research (CAR) method based on the Kemmis and McTaggart model, which consists of the planning, action, observation, and reflection stages. The research subjects consisted of 27 second-grade students at SDN Gadang 1 Malang. This study was conducted in two cycles, with data collection carried out through cognitive learning achievement tests. The data obtained were analyzed using quantitative and qualitative descriptive approaches to identify the development of students’ cognitive learning outcomes in each action cycle. The results of the study indicate that the implementation of the Realistic Mathematics Education (RME) model, supported by the Papan Jurang (Addition and Subtraction) media, was able to improve students’ cognitive learning outcomes. This was evident from the increase in the average score, which rose from 66.67 in the pre-study phase to 81.07 in Cycle I and further increased to 88.96 in Cycle II. Additionally, the percentage of students achieving mastery also increased, reaching 70.37% in Cycle I and rising to 88.89% in Cycle II. These findings indicate that the use of the Realistic Mathematics Education model, supported by the Papan Jurang media, is effective in improving students’ cognitive learning outcomes in the subject of multi-digit addition and subtraction in second-grade elementary school.]]>
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