Abstract
Teaching and learning mathematics have predisposition to be conducted mechanically. Teacher prefers to teach algorithm directly, give examples, and then ask the students to finish the tasks similar to those illustrated by the teacher. The students solve a mathematical problem by memorizing without understanding. As a result, the students only master the simple mathematics concepts, but very weak in communication mathematics. This condition can be solved by implementing Realistic Mathematics Education (RME) approach. In the RME approach, there is no special teaching methods required, but from a risen variety of characteristics. This research concludes the learning approach Realistic Mathematics Education (RME) loaded with math activities (doing mathematics), investigation, discussion, and reflection. The research’s subject was 25 students at grade 6 SD Negeri 1 Kecamatan Bunga Raya Kabupaten Siak Riau, Indonesia. Data were collected through observations, interviews, checklist, and analyzing the students’ works .Learning Realistic Mathematics Education (RME) is not a teacher explaining, giving examples,and then the students imitate the example of the teacher, but requiring students to work in groups, investigate, experiment, discuss and share. Realistic Mathematics Education (RME) approach contributes not only to the cognitive development of students but also the affective and psychomotor of students.
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