Realistic Mathematics Education as a Pedagogical Approach to Improve Geometry Learning in Higher Education

This study investigates the effectiveness of the Realistic Mathematics Education (RME) approach in enhancing undergraduate students' understanding of geometry. Conducted as a classroom action research project in two cycles, the study involved 38 second-semester students in the Mathematics Education Program at Universitas Veteran Bangun Nusantara, Indonesia. Data were collected through observation and written tests, with analysis conducted using descriptive techniques. Results show that the percentage of students achieving the minimum mastery criterion increased from 55.26% (pre-cycle) to 65.79% (Cycle I) and 86.84% (Cycle II). These findings suggest that RME can significantly enhance students' comprehension of geometric concepts. Keywords: Realistic Mathematics Education (RME); Geometry; Understanding; Classroom Action Research