<![CDATA[This study aims to compare the numeracy skills of eighth-grade junior high school students through the Realistic Mathematics Education (RME) approach in terms of gender. This research employed a quantitative method with a quasi-experimental design, specifically a pretest-posttest control group design. The population consisted of all eighth-grade students at a public junior high school in Kefamenanu in the 2025/2026 academic year. The sample included class VIII E as the experimental group and class VIII D as the control group. The research instrument was a numeracy skills test. Data were analyzed using the independent samples t-test and the Mann-Whitney U test. The results indicated that students’ numeracy skills taught through the RME approach were higher than those taught through the conventional approach. In terms of gender, the findings revealed no significant differences in numeracy skills between male and female students, both overall and within the RME learning approach. Future researchers are encouraged to apply the RME approach to develop students’ mathematical problem-solving and critical thinking skills while also exploring students’ thinking processes in greater depth through qualitative methods, particularly interviews, to gain a more comprehensive understanding of how students construct mathematical concepts, develop problem-solving strategies, and solve contextual problems.]]>
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