Students Understanding on Decimal Number through Realistic Mathematics Education with Islamic Context at Primary School

Decimal numbers are difficult to understand by elementary school students because they consider fractions and decimals as different things. Therefore, learning decimal fractions should be associated with real experiences to make it more meaningful, one of which is through realistic mathematics education (RME) with Islamic context. This study aims to analyze students' understanding and response to RME with Islamic context by using mixed method. The population of this study were fourth grade students in one of the integrated Islamic elementary schools in Banda Aceh, Indonesia. Data collection was done through tests and interviews. The results showed that 75.56% of students had good concept understanding skills. Students experience misconceptions in sorting one-digit and two-digit decimal numbers, even though the teacher has provided illustrations in learning and students also find their own position of one-digit and two-digit decimal numbers on the scale model. Based on interviews, it was found that students were very happy in participating in mathematics learning with an Islamic context because they could get a reward (pahala) while learning mathematics reading the Qur’an and getting new knowledge such as the story of the prophet Syuaib's people, sincerity in giving, and prioritizing honesty in trading. Keywords: concept understanding ability, realistic mathematics education, Islamic context, decimal numbers.