<![CDATA[This study aims to analyze the effect of the Realistic Mathematics Education (RME) approach based on ethnomathematics on the learning activities of fourth grade elementary school students on triangle material. The RME approach emphasizes contextual problem solving that is close to the local culture of students, so it is expected to be able to increase their engagement and learning activities. The research method used is an experiment with a quantitative design, involving two groups: an experimental group that received ethnomathematics-based RME learning and a control group that received conventional learning. Learning activities were measured through structured observation sheets collected during the learning process, and verified with a learning activity assessment scale. Data analysis using the t-test showed that the calculated t value of 5.476 was greater than the t table of 1.679 at a significance level of 0.05, indicating a significant difference in learning activities between the two groups. These findings indicate that the application of the ethnomathematics-based RME approach significantly increased students' learning activities, reflected in increased active participation, more lively group discussions, and contextual understanding of the concept of triangles. Thus, this approach is recommended as an innovative learning strategy in elementary schools, especially for plane geometry materials, in order to foster students' learning activities and interests throgh relevant cultural contexts]]>
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