Improving Grade IV Mathematics Literacy Through the Realistic Mathematics Education Approach at SD Negeri 017/VIII Pintas

Source abstract

The low mathematics literacy of students in mathematics learning is still a problem that is still often encountered in elementary schools. Learning that tends to be teacher-centered causes students to have difficulty understanding contextual problems, using mathematical concepts, and communicating the results of completion. Therefore, an innovative and contextual learning approach is needed, one of which is through the Realistic Mathematics Education (RME) approach. This study aims to describe the application of the Realistic Mathematics Education (RME) approach and analyze the improvement of mathematical literacy of grade IV students of SD Negeri 017/VIII Pintas. The research method used is Classroom Action Research (PTK) with the Kemmis and McTaggart models which is carried out in two cycles. The research subjects consist of 23 students. Data collection techniques include observation, questionnaires, tests, and documentation, while data analysis is carried out descriptively, quantitatively, and qualitatively. The results showed a gradual improvement in students' classical learning mastery percentage. In the pre-cycle, students' mathematical literacy mastery reached only 40.58%. Following the implementation of the RME approach, classical mastery increased in Cycle I to a range of 73.91%–87.10%, and further improved in Cycle II to a range of 91.30%–96.52%. This improvement was reflected in students’ enhanced ability to understand contextual problems, apply mathematical concepts accurately, and communicate problem-solving results systematically. Based on these results, it can be concluded that the implementation of the Realistic Mathematics Education (RME) approach successfully improves the mathematical literacy of fourth-grade students in elementary school.