Penerapan Realistic Mathematics Education untuk Meningkatkan Proses dan Hasil Belajar Matematika Siswa Kelas V

Laila Tulazriah (Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Muara Bungo, Jambi, Indonesia)
Nurlev Avana (Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Muara Bungo, Jambi, Indonesia)
Elvima Nofrianni (Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Muara Bungo, Jambi, Indonesia)

Advances In Education Journal
Vol. 3 No. 2 (2026): Advances In Education Journal (Oktober)

This classroom action research examined the implementation of Realistic Mathematics Education (RME) to improve the mathematics learning process and outcomes among 21 fifth-grade students at SDN 04/II Muara Bungo on data processing. The study was conducted in two cycles consisting of planning, action, observation, and reflection. Data were collected through observation, tests, and documentation and analyzed descriptively. The initial test showed that 8 of 21 students (38.1%) met the learning criteria, with a class mean of 72.86. Teacher activity increased from 80% in Cycle I to 85% in Cycle II; the mean student learning-process score increased from 70.47 to 77.14; and the proportion rated Good or Very Good rose from 66.67% to 85.72%, reaching 90.48% at the second meeting of Cycle II. RME supported more active, contextual, meaningful, and student-centered mathematics learning.