Efektivitas Model Realistic Mathematics Education (RME) Pada Pemahaman Konsep Penjumlahan Siswa Kelas I SDN 1 Labuhan Haji Tahun Ajaran 2026
DOI:
https://doi.org/10.29303/goescienceed.v7i4.3312Keywords:
Realistic Mathematics Education (RME), concept understanding, addition, flash cards, first-grade elementary school students.Abstract
This study aims to determine the effect of the Realistic Mathematics Education (RME) model on the understanding of addition concepts among first-grade students at SDN 1 Labuhan Haji in the 2026 academic year. This research was motivated by students’ limited understanding of addition, which was still confined to counting numbers and did not yet involve an understanding of addition as a process of combining concrete objects. This condition indicates the need for learning that connects mathematical concepts with real-life situations and students’ direct experiences. This study employed a quantitative approach using an experimental method with a One Group Pretest–Posttest Design. The research subjects consisted of 18 first-grade students. The research instrument was an addition concept understanding test administered before and after the implementation of the RME model. The data were analyzed using the Shapiro–Wilk normality test and the non-parametric Wilcoxon Signed-Rank Test. The results showed that the mean pre-test score was 61.83, while the mean post-test score was 82.94, with a difference of 21.11 points. The Wilcoxon test resulted in a significance value of p < 0.001 < 0.05, indicating that H₀ was rejected and Hₐ was accepted. Therefore, there was a significant effect of the Realistic Mathematics Education (RME) model on the understanding of addition concepts among first-grade students at SDN 1 Labuhan Haji. These findings indicate that the implementation of RME can serve as an alternative approach to mathematics learning that helps students understand addition through contexts closely related to their daily lives and the direct use of concrete objects.
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