Improving Students’ Mathematical Representation Ability in Fraction Addition Operations Through the Realistic Mathematics Education Model in Grade IV Elementary School
DOI:
https://doi.org/10.17509/j-mer.v7i1.900Keywords:
Realistic Mathematic Education, Mathematical Representation Ability, Mathematical LearningAbstract
The purpose of this study was to examine whether the improvement in students’ mathematical representation abilities among those who were taught using the Realistic Mathematics Education (RME) approach was significantly greater than that of students who received conventional instruction. The research method used was a quasi-experiment within a nonequivalent control group design. The research population was all fourth-grade students at SD Negeri 18 Bireuen in the 2025/2026 academic year. The research sample consisted of class IV/A as the experimental class implementing the Realistic Mathematics Education model and class IV/B as the control class using conventional learning. Data collection techniques used a mathematical representation ability test. The results of the study showed that the increase in students' mathematical representation abilities in the experimental class was higher compared to the control class, with an average N-Gain value of 0.67 in the experimental class and 0.42 in the control class. The results of the independent samples t-test showed a significance value of 0.004 < 0.05, so it can be concluded that the improvement in students' mathematical representation abilities who received learning with the Realistic Mathematics Education (RME) model is better than that of students who received conventional learning. The findings of this study indicate that the implementation of the Realistic Mathematics Education (RME) model provides a positive contribution to mathematics learning in elementary schools because it helps students understand mathematical concepts more deeply and relate them to real-life contexts.
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References
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