PENERAPAN MODEL PEMBELAJARAN REALISTICMATHEMATIC EDUCATION UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA PADA MATERI FPB DAN KPK SISWA KELAS IV SEKOLAH DASAR

Penelitianinidilatarbelakangiolehrendahnyahasilbelajarmatematikamateri FPB dan KPK. Masalahtersebutdisebabkankarenabelumditerapkannyasebuah model pembelajaran yang melibatkansiswasecaraaktifsertamengaitkanmateripembelajarandengankehidupansekitarsiswa. Tujuandaripenelitianiniyaituuntukmendeskripsikanpelaksanaan model pembelajaranRealistic Mathematic Educationsertapeningkatanhasilbelajarmatematikapadamateri FPB dan KPK. Penelitiantindakankelasinimenggunakan model Kemmisdan Mc. Taggart. Partisipandalampenelitianinimerupakansiswakelas IV salahsatusekolah di Kecamatan Bandung Wetan Kota Bandung yang berjumlah 33 siswa. Model pembelajaranRealistic Mathematic Educationterdiridarilimalangkahyaitumemahamimasalahkontekstual, menjelaskanmasalahkontekstual, menyelesaikanmasalahkontekstual, membandingkandanmendiskusikanjawaban, danmenarikkesimpulan. Terjadipeningkatanpresentaseketuntasankelasdarisiklus I sebesar 56% menjadi 87% padasiklus II. Dapatdisimpulkanbahwadenganmenerapkan model pembelajaranRealistic Mathematic Education dapatmeningkatkanhasilbelajarmatematikamateri FPB dan KPK;---This research is encouraged by the low mathematics learning outcomes of Highest Common Factor and Lowest Common Multiple material. This happen because of the learning model that involves students actively and associates learning materialwith life around students has not been applied in the learning process. The purpose of this study is to describe the implementation of the Realistic Mathematic Education learning model and the improvement of mathematics learning outcomes in Bandung WetanSubdistrict, Bandung, which numbered to 33 tudents. Realistic Mathematic Education learning model consists of five steps, which are understanding contextual problems, explaining contextual problems, solving contextual problems, comparing and discuss the answers, and draw conclusions. An increase in the percentage of class completeness from cycle I was 56% to 87% in cycle II. It can be concluded that by applying the Realistic Mathematic Education learning model can improve the mathematics learning outcomesof Highest Common Factor and Lowest Common Multiple material