PENINGKATAN HASIL BELAJAR PESERTA DIDIK DENGAN MENGGUNAKAN MODEL PEMBELAJARAN RME (Realistic Mathematic Education) PADA PESERTA DIDIK KELAS II MATA PELAJARAN TEMATIK TEMA 8 SUB TEMA 1 MATERI MENGENAL SATUAN WAKTU DAN MENGGUNAKANNYA DALAM KEHIDUPAN SEHAR

Abstrak

This research aims to improve student learning outcomes using the RME (Realistic Mathematic Education) learning model in thematic subjects regarding units of time. This learning model starts from real things, this RME model learning approach uses real objects that are familiar to students' daily lives as teaching aids in learning. The classroom action research model that the researcher uses is a collaborative type of classroom action research (PTK), where in this case the researcher involves several parties, teachers, research lecturers, school principals, and other people who are involved in one team with a goal. There are many factors that the researcher uses. encountered in the learning process that influence learning activities and outcomes such as the monotonous learning model used, such as lectures, questions and answers and taking notes, lack of teacher creativity and innovation in learning and lack of enthusiasm of students when learning takes place. So, to overcome this problem, researchers used the RME (Realistic Mathematic Education) Learning Model so that students' activities and learning outcomes increase. “The RME (Realistic Mathematic Education) Learning Model is a learning model developed by Frundamental in the Netherlands. Since 1970, the Freudenthal Institute in the Netherlands has developed a theoretical model for mathematics learning known as the Realistic Model. This model was coined by professor Hans Freudenthal, a Dutch mathematics education expert. And finally it was named Realistic Mathematics Education (RME). The research approach used is Classroom Action Research (PTK) with a mix methods approach. The PTK model used is the Kemmis and Mc Taggart model. The researcher carried out this research through two actions, namely the Pre-Cycle I. With the following steps: 1) Planning, 2) Implementation, 3) Observation, 4) Reflection. In this research, the model used is a mix methods research model, namely a combination of qualitative and quantitative models. It is hoped that the combination of qualitative and quantitative research can provide a broader understanding of research problems. To measure student learning outcomes before implementing RME (Realistic Mathematic Education) learning, researchers conducted a pretest as a field inspection action using traditional learning strategies, namely lecture, note-taking and question and answer methods. Which is used as a comparison benchmark before there is a class action with after there is a class action. In collecting data, researchers used observation methods, measuring learning test results, documentation and recording activities. The research results show that through the application of RME learning it has been proven to improve student learning outcomes. Quantitatively, the test results show an increase in learning achievement, namely Pre-Cycle with a completion percentage of 25% increasing to 55% of students with final test results in Cycle I, namely 17 students who scored above the KKM out of 20 students.