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.

Education plays an important role in shaping students' character and competence. One of the challenges faced by the world of education is how to build students' understanding of subject matter that is relevant to the context of their daily lives. In this case, ethnomathematics is a very potential approach to be applied in mathematics learning. The purpose of this study is to examine the effectiveness of ethnomatics-based mathematics learning to strengthen cultural values. This study uses a Qualitative research method with a case study approach. This approach allows researchers to explore the experiences, perceptions, and impacts of ethnomathematics learning on students and teachers. The research subjects consisted of: students, teachers and parents. The results of this study indicate that ethnomathematics can improve students' mathematics learning achievement, especially in terms of identifying, translating, understanding the meaning of symbols, understanding and applying mathematical ideas, and making an exploration (estimate) related to mathematical concepts that is better than conventional learning.

Students who have academic difficulties are a sign that something is wrong. These errors can be in the form of conceptual misunderstandings, errors in forgetting the solution procedure, or careless errors. Therefore, the purpose of this study was to determine the cognitive barriers that elementary school students must overcome to understand the concept of speed and discharge. The methodology used in this study was qualitative. A literature search revealed that poor cognitive development of students, who are often at the concrete operational stage, is the main cause of these obstacles. Additional obstacles noted include proportionality challenges, limited abstraction and imagery capacity, and learning strategies that do not help the process of understanding the topic effectively.