Efforts to improve the understanding of mathematical concepts in the draft material on base fractions using Realistic Mathematics Education for 4th grade elementary school students

This study aims to improve the understanding of fundamental fraction concepts among fourth-grade elementary students through the Realistic Mathematic Education (RME) model. This research utilized a Classroom Action Research (CAR) approach involving 37 fourth-grade students in Cimahi as participants. The sample was selected due to its specific characteristics, particularly the difficulty students faced in grasping fraction concepts at a deeper level. Data collection methods included tests, observation sheets, interviews, and questionnaires. The data were analyzed using both qualitative and quantitative descriptive analysis, supported by Microsoft Excel. The findings revealed a notable enhancement in students' understanding of fraction concepts, with the average student score rising from 76.3 in Cycle I to 88.2 in Cycle II. This study concludes that the implementation of the RME model, coupled with innovative concrete materials, effectively improves students' comprehension of fraction concepts in elementary school, as demonstrated by an increase in the passing rate from 45% to 81%.