PENERAPAN MODEL PENDIDIKAN MATEMATIKA REALISTIK INDONESIA UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA MATERI PECAHAN BERBANTUAN BLOK PECAHAN SISWA KELAS IV SD 2 PIJI

This research done because student mathematic learning achievement low. The class average got just 62. The low of learning achievement caused by the teacher not use exact learning model, teacher not use realistic problem that related with fraction material and real object as model to help student understanding fraction material. The problem formulation in this research are (1) Is applying Indonesian realistic mathematic education model can improve student mathematic learning achievement on cognitive, afectif, and psikomotoric aspect? (2) Is applying Indonesian realistic mathematic education can improve teacher skill in learning management. The aim of this classroom action research are (1) To improve student mathematic learning achievement on cognitive, afectif, and psikomotoric aspect with applying Indonesian realistic mathematic education. (2)To improve teacher skill in learning management with applying Indonesian realistic mathematic education. Indonesian realistic mathematic education is a learning model that doing by group to find mathematic concept by theirself under teacher guidance with using real problem in daily life. The mathematic learning achievement on this research measured through cognitive, afectif, and psikomotoric aspect. This research is classroom action research with research procedure that consist of plan, action, observation and reflection. The research done at fourth grade consist of 19 students. The data collecting method that used is observation, test, and documentation. The data analysis technique use qualitative and quantitative data analysis technique. The result of the research show there is significant improvement with student learning achievement with cognitif, afectif, and psikomotoric aspect. The learning achievement on cognitif aspect first cycle completeness reach 68 % and increase on second cycle become 94,7 %. The learning achievement on afectif aspect got through student learning activities observation begin from first cycle to second cycle. The student mathematic learning activities on first cycle 47 % (sufficient) and increase on second cycle become 72 % (good). The learning achievement on student psikomotoric aspect also increase from first cycle to second cycle. On first cycle learning achievement on psikomotoric aspect 63 % (sufficient) and increase on second cycle 88 % (very good). The result of teacher skill observation in learning management first cycle 74 % and increase on second cycle become 92 %. The conclusion of this research is mathematic learning with applying Indonesian realistic mathematic education can improve student learning achievement on cognitive, afectif, and psikomotoricand teacher skill in learning management. The researcher suggesting to the teacher increase the use of realistic problems ini every learning so the student can done the problem as usual and give direction to the students how to discuss well