Pengaruh Pendekatan Realistic Mathematics Education terhadap Hasil Belajar Pecahan Senilai Siswa Kelas V SD Negeri 5 Tual

L. M. Sahbudin Pratama

doi:10.51135/kambotivol6issue2page109-118

Authors

L. M. Sahbudin Pratama Universitas Doktor Husni Ingratubun Tual Author

DOI:

https://doi.org/10.51135/kambotivol6issue2page109-118

Keywords:

Pendidikan Dasar, Pendidikan Matematika, Pendidikan IPS, Metodologi Penelitian, Penelitian Tindakan Kelas (PTK), Evaluasi Pembelajaran, Inovasi Pembelajaran SD

Abstract

Mathematics plays a strategic role in fostering logical, analytical, and critical thinking skills in elementary education, particularly in strengthening students’ conceptual understanding of fractions as a foundation for advanced mathematical learning. However, students often experience misconceptions in understanding equivalent fractions due to procedural and teacher-centered instruction. This study aims to examine the effect of the Realistic Mathematics Education (RME) approach on students’ learning outcomes in equivalent fractions. The research employed a quantitative approach with a quasi-experimental design using a non-equivalent control group design. The participants were 18 fifth-grade students of SD Negeri 5 Tual, divided proportionally into an experimental group (n = 9) and a control group (n = 9). Data were collected through pretest and posttest instruments and analyzed using descriptive and inferential statistics, including an independent samples t-test at a 0.05 significance level. The results revealed a significant difference between the two groups, with a significance value of 0.007 (< 0.05) and a mean difference of 12.22 points in favor of the experimental group. These findings indicate that the RME approach significantly improves students’ conceptual understanding and learning outcomes in equivalent fractions compared to conventional instruction. The study concludes that context-based and constructivist-oriented mathematics instruction effectively enhances elementary students’ numeracy literacy and conceptual comprehension.

Author Biography

L. M. Sahbudin Pratama, Universitas Doktor Husni Ingratubun Tual

LM Sahbudin Pratama, S.Pd., M.Pd. merupakan dosen tetap pada Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Doktor Husni Ingratubun Tual . Dalam kapasitasnya sebagai tenaga pendidik, beliau mengampu beberapa mata kuliah, antara lain Konsep Dasar Matematika, Konsep Dasar IPS SD, Penelitian Tindakan Kelas, serta Evaluasi Pembelajaran.

Selain aktif dalam kegiatan pengajaran, beliau juga terlibat secara konsisten dalam publikasi ilmiah di bidang pendidikan matematika dan pendidikan IPS. Fokus kajian dan penelitiannya meliputi pengembangan metodologi penelitian pendidikan, implementasi Penelitian Tindakan Kelas (PTK), serta inovasi pembelajaran Matematika dan IPS di sekolah dasar. Komitmennya terhadap pengembangan keilmuan diwujudkan melalui berbagai karya tulis ilmiah yang berorientasi pada peningkatan mutu pembelajaran dan penguatan kompetensi pedagogik guru sekolah dasar.

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