<![CDATA[Students' low numeracy skills and lack of interest in learning make it urgent to address these issues through learning that is relevant and responsive to cultural contexts. Several studies have demonstrated the effectiveness of RME in improving numeracy skills, but there remains a gap in the integration of cultural contexts within these approaches. This study seeks to address this gap by integrating RME into a cultural context through the game of dakon, with the aim of determining its effectiveness on students' numeracy skills and learning interest. Using a quantitative method, specifically a post-only control design, this study employed cluster random sampling, involving 40 students (20 students from class VA and 20 students from class VB) at SDN Rejoagung 01, Trangkil, Pati. This research design didn't include a pretest, so the initial equivalence between groups was based on their previous average academic scores. Data were collected through tests and questionnaires. Data analysis utilized the independent samples t-test. The results show a significant difference (p < 0.01) in students' numeracy skills between the experimental class (88.80) and the control class (71.80), and a significant difference (p < 0.01) in students' learning interest between the experimental class (95.40) and the control class (86.05). It can be concluded that RME assisted by the dakon game is effective in students' numeracy skills and learning interest. These findings provide empirical evidence and a more comprehensive understanding of learning that responds to cultural contexts, which is effectively capable on tudents' numeracy skills and learning interest in elementary school.]]>
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