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This study aims to analyze the effect of the Realistic Mathematics Education (RME) approach on the mathematical problem-solving abilities of elementary school students. RME is a learning approach that connects mathematical concepts with real situations that students can find in everyday life. The research method used is qualitative research by reviewing the results of previous studies that are relevant in the context of mathematics learning in elementary schools. Based on the analysis of various studies, the results of the study indicate that the application of RME can improve students' mathematical problem-solving abilities. This is evident in various materials such as geometry (circumference and area of ​​trapezoids and kites), mixed arithmetic operations, and equivalent fractions. RME also plays a role in increasing students' self-esteem and self-efficacy in learning mathematics, which in turn strengthens their motivation and performance. In addition, the learning media used in RME, such as geoboards, can enrich students' learning experiences and facilitate understanding of mathematical concepts in a more concrete way. This study provides an overview that RME not only improves students' cognitive abilities, but also supports their emotional and social development in the context of mathematics learning.

This study aims to explore the implementation of Lesson Study with the Realistic Mathematics Education (RME) approach in teaching mathematics to sixth-grade students at SD Negeri Karyasari 1. The method of classroom action research was employed to observe two cycles of teaching, involving planning, implementation, and evaluation of lessons. Data were collected through observation, interviews, and analysis of student learning outcomes. The results of the study indicate that the application of the RME approach within the Lesson Study framework can enhance students' understanding of mathematical concepts, improve learning motivation, and strengthen collaboration among teachers. This research provides valuable insights into the effectiveness of this instructional approach in the context of primary education.

This research aims to produce an LKPD product with a realistic mathematical approach that is valid, practical and effective for improving students' mathematical communication skills. This research and development is based on the stages of the 4D development model by Thiagarajan which was adapted to 3D including the definition, design and development stages. The subjects in this research were the X-Mipa 1 class of SMAN 2 Kabanjahe, totaling 30 people. Based on the research conducted, the validity of the LKPD obtained an average assessment of 89.47% by material experts and 88.15% by media experts with very valid qualifications. Through a questionnaire on the practicality of LKPD by teachers and students, an average of 90.27% was obtained by teachers and 92.12% by students with very practical qualifications. The implementation of learning by applying LKPD with RME was carried out to see the effectiveness of LKPD in obtaining results, namely achieving classical learning completeness. 86.67%, achievement of learning objectives was achieved in questions 1,2,3,4 and 5 and achievement of efficient learning time, from the effectiveness assessment reference, the LKPD developed was classified as effective. The increase in mathematical communication skills that occurred was an increase in the moderate category with an average gain score of 0.632. Based on the data obtained, it was concluded that the LKPD with RME that was developed met the qualifications of being valid, practical and effective.

This research aims to improve students' mathematical reasoning abilities by using students' realistic mathematical approach to the material of plane figures, quadrilaterals, triangles. This type of research is classroom action research which consists of 2 cycles. The subjects of this research were students in class VII-8 of SMP Negeri 31 Medan, consisting of 32 students. The instruments used in this research were initial test sheets, mathematical reasoning ability test sheets and observation sheets. After the research was carried out for 2 cycles, the results of this research showed that there was an increase in student learning outcomes. This is indicated by the average value in cycle I being 78.78 to 87.28 in cycle II. Meanwhile, the percentage of classical completion increased from cycle I, namely 62.5% to 87.5% in cycle II, so it can be seen that this research has met the specified success indicators. Based on the results obtained, it can be concluded that: 1) the mathematical reasoning abilities of class VIII-1 students at SMPN 31 Medan increased after implementing a learning process with a realistic mathematical approach. 2) by applying a realistic mathematical approach to the learning process, students' mathematical reasoning abilities increase until they reach classical mastery.

Penelitian ini bertujuan untuk menganalisis kemampuan pemecahan masalah matematis siswa dalam menyelesaikan soal tentang luas kubus dan balok  ditinjau indikator pemecahan masalah. Metode yang digunakan adalah penelitian kualitatif dengan pendekatan deskriptif. Penelitian ini dilakukan dengan menghimpun data-data berupa informasi yang diperoleh dari subjek penelitian. Penelitian ini dimaksudkan untuk menggambarkan atau mengungkapkan dengan kata-kata (secara kualitatif) hasil dari analisis kemampuan pemecahan masalah matematis siswa dalam menyelesaikan soal-soal tentang luas kubus dan balok. Subjek penelitian ini adalah siswa kelas IX SMP Swasta GKPI Padang Bulan Medan. Instrumen pada penelitian ini adalah instrumen tes dan wawancara, dimana siswa diberikan soal untuk dikerjakan lalu peneliti mengoreksi hasil jawaban siswa dan mengambil 6 orang siswa untuk diwawancarai berdasarkan kategori kelompok tinggi, sedang dan rendah. Hasil penelitian yang diperoleh bahwa siswa dengan kelompok tinggi dapat memenuhi semua indikator kemampuan pemecahan masalah matematis, siswa dengan kelompok sedang hanya dapat memenuhi tiga indikator kemampuan pemecahan masalah matematis, dan siswa dengan kelompok rendah hanya memenuhi satu indikator kemaampuan pemecahan masalah matematis.

The implementation of a realistic mathematical approach to learning the material of Pythagoras's theorem is carried out to encourage students to understand the material through everyday life so that the problems in the classroom gradually end in the secondary school. A realistic mathematical approach is an approach to learning mathematics that involves students to be more active by discussing in solving a problem or issue by connecting to daily life. The subjects in this study were 32 students of class VIII-3 SMP Negeri 2 Medan. This research is a Class Action Research (PTK) consisting of 2 cycles, with each cycle consisting from 2 meetings. after learning on cycle II by performing improvements from cycle I. Improvement is the planning of the student activity sheet that emphasizes the solution of issues with steps or indicators of problem-solving ability, because there are still many students who are not accustomed to the steps to solve problems. As for other improvements, namely planning activities in real life, in the 2nd cycle students solve the real problems of everyday life that students do. The researchers also provide motivation and reinforcement in learning to students to be active in group discussions and presentation of group work results to other groups, so that the interest of students in learning mathematics increases.  

Penelitian ini bertujuan mendapatkan E-LKPD dengan menggunakan pendekatan matematika realistik yang valid, praktis, dan efektif sehingga meningkatkan kemampuan peserta didik dalam komunikasi matematis pada materi sistem persamaan linear dua variabel.                                                                                                  Instrumen penelitian yang digunakan yaitu lembar validasi E-LKPD, tes kemampuan komunikasi matematis (pretest dan posttest), dan lembar validasi instrumen tes. Setelah instrumen dan E-LKPD dinyatakan valid oleh dosen validator ahli media dan juga ahli materi, kemudian dilanjutkan uji keterbacaan dan uji coba lapangan. Penjelasan temuan penelitian, yaitu: (1) E-LKPD dengan pendekatan matematika realistik yang dikembangkan memenuhi persyaratan kevalidan dari validator dengan persentase rata-rata validasi E-LKPD pada ahli materi sebesar 3,64 dan ahli media sebesar 3,86 dengan kategori sangat layak (SL), (2) E-LKPD dengan pendekatan matematika realistik yang dikembangkan memenuhi persyaratan kepraktisan berdasarkan hasil angket respon siswa dan guru yang berada pada kategori rentang 76%-100% dan dikategorikan sangat praktis, (3) E-LKPD dengan pendekatan matematika realistik yang dikembangkan telah memenuhi kriteria keefektifan yaitu (a) hasil belajar siswa memenuhi ketuntasan belajar secara klasikal sebesar 90,63%, (b) rata-rata ketuntasan belajar individual sebesar 87,5 yang artinya telah tercapai indikator/ketuntasan tujuan pembelajaran, (c) waktu pembelajaran menggunakan E-LKPD sama dengan waktu pembelajaran biasa, juga respon siswa positif, dan (d) kemampuan komunikasi siswa setelah mengaplikasikan E-LKPD mengalami peningkatan dari rata-rata nilai pretest sebesar 48,26 menjadi 87,5 pada rata-rata nilai posttest dan hasil analisis N-Gain memaparkan bahwa keterampilan pemecahan masalah matematis siswa mengalami kenaikan sebesar 0,78 dengan kategori tinggi.

The purpose of this study is to describe the results of the analysis of improving students' mathematical communication skills with Realistic Mathematics Education approach. The type of this research is descriptive qualitative research using the library research method. The subject of this research is the most published articles in published journals about mathematical communication skills through Realistic Mathematics Education approach to junior high school students. Based on the findings from 5 journals, it was found that students' mathematical communication improved better in students who studied with Realistic Mathematics Education approach compared to students who studied with conventional learning. Realistic Mathematics Education approach can improve students' ability to describe, understand, and represent mathematical ideas contained in pictures, tables or diagrams. So, Realistic Mathematics Education approach is one approach that can improve students' mathematical communication skills at the junior high school level with effect size score of 1,158 in the large effect category.

This study aims to obtain teaching materials based on a valid, practical, and effective realistic mathematical approach, so as to improve students' mathematical reasoning abilities on the material of a three-variable linear equation system. The research instruments used were questionnaire validation sheets, lesson plans validation sheets, teaching material validation sheets, test instrument validation sheets, mathematical reasoning ability tests, and teacher and student response questionnaires to teaching materials. After all instruments, lesson plans, and teaching materials were declared valid by the validator, then readability tests and field trials were carried out. The results showed that: (1) the teaching materials based on the realistic mathematical approach developed had met the criteria of validity based on the validator's assessment with the average validity of the teaching materials for the material being 3.13 and 3.29 for media with a very feasible category; (2) the teaching materials based on the realistic mathematical approach that have been developed have met the practicality criteria through: a) the results of the questionnaire student responses to teaching materials show the percentage of practicality of 81.19% with a very practical category, b) the results of the questionnaire responses of teachers to teaching materials show the percentage of practicality 88.75% with very practical category; (3) The teaching materials based on the realistic mathematics approach developed meet the effective criteria with: a) classical student learning mastery of 88%, b) more than 65% of students have achieved 75% of learning objectives for each indicator, c) increased mathematical reasoning ability students after using teaching materials seen through the average score of students increased from 50 in the pretest to 85.33 in the posttest and the results of the N-Gain analysis which showed students' mathematical problem solving abilities increased by 0.712, meaning in the high category.

Tujuan pengembangan ini adalah menghasilkan bahan ajar matematika dengan pendekatan PMRI (Pendidikan Matematika Realistik Indonesia) materi Sistem Persamaan Linier Dua Variabel untuk Siswa Kelas VIII. Pengembangan bahan ajar ini menggunakan model pengembangan Sadiman yang meliputi 7 tahap yaitu menganalisis kebutuhan siswa dan guru, merumuskan tujuan instruksional, merumuskan butir-butir materi, perumusan alat ukur keberhasilan, penulisan naskah, tes/uji coba dan mengadakan revisi. Produk yang dihasilkan berupa bahan ajar matematika yang telah di validasi. Validator ahli materi menyatakan cukup valid dengan presentase skor 72,71%, ahli desain menyatakan valid dengan presentase skor 82,49%, ahli praktisi menyatakan cukup valid dengan presentase 75%. Sedangkan hasil uji coba pengguna (user) menyatakan cukup valid dengan presentase skor 77,49%. Dengan demikina, dapat disimpulkan bahwa bahan ajar matematika yang dikembangakan sudah cukup valid untuk digunakan dalam pembalajaran.