Pengaruh Model Realistic Mathematics Education Berbantuan e-Modul MiM terhadap Hasil Belajar Matematika Kelas V SD

Abstract

The low mathematics learning outcomes of elementary school students, particularly on the abstract topic of fractions, require contextual and technology-integrated pedagogical solutions. This study aims to determine the effect of the Realistic Mathematics Education (RME) learning model assisted by e-Modul MiM on the mathematics learning outcomes of Grade V students. This study used a quantitative approach with a quasi-experimental method and a Nonequivalent Control Group Design. The research population included all Grade V students at SDN Neglasari 04, with samples selected through purposive sampling, namely class VB as the experimental group and class VA as the control group. Data were collected through a multiple-choice learning outcomes test, then analyzed using nonparametric statistics through the Wilcoxon Signed-Rank test and the Mann-Whitney U test. The results showed that the experimental class experienced an increase in the average post-test score to 71.72, with a learning mastery level of 68.00%, whereas the control class obtained an average post-test score of 56.60, with a mastery level of 13.04%. The Mann-Whitney U test results showed an asymptotic significance value of 0.001 < 0.05, indicating that the implementation of the RME model assisted by e-Modul MiM had a significant effect on improving students’ mathematics learning outcomes. The conclusion of this study affirms that the integration of RME and e-Modul MiM can serve as a contextual, structured, and digital learning alternative that is appropriate to the concrete operational cognitive stage of elementary school students. The implications of this study provide practical contributions for teachers in designing mathematics learning that is more meaningful, interactive, and technology-based.