A Upaya Peningkatan Hasil Belajar Peserta Didik Kelas IV SD Negeri Seworan Materi Hubungan Antargaris melalui Pendekatan Realistic Mathematics Education (RME) dengan Media Konkret

This research is motivated by the learning of the conventional approach which is to provide packaging of ready-made material, students just need to receive, memorize, tend to be passive, teacher-centered, teachers tell a lot. abstract and theoretical,, so that learning outcomes are low. Through the application of the Realistic Mathematics Education (RME) approach, this problem is attempted to be improved and improved. The purpose of this study is to improve the learning outcomes of grade IV students of SD Negeri Seworan inter-line relationship material through the Realistic Mathematics Education (RME) approach of two cycles. Steps in each cycle consists of four stages, namely planning, acting, observing, and reflecting. The activities are collecting data by observing activities in the learning process, interviewing to obtain more complete data. Reality Mathematics Education (RME) percentage of pre-cycle learning completeness 41.67% to 58.33% in the first cycle increased 16.66 points, and to 91.67 in the second cycle increased 33.34 points. The average value of pre-cycle classes 58, 08 to 67.17 in the first cycle increased 9.09 points, and to 82.25 in the second cycle increased by 15.08 points. Student learning activeness in the pre-cycle learning process 47.87% criteria Good Enough, reached an average of 70.13% good criteria in the first cycle, increased 34.87 points and increased to 89.52 very good criteria in the second cycle increased 19, 39 points. The Realistic Mathematics Education (RME) approach can improve the learning outcomes of fourth-grade students in Semester 2 Elementary School, Seworan Wonosegoro Boyolali, material between relationshipsTujuan Penelitian ini untuk meningkatkan hasil belajar peserta didik kelas IV SD Negeri Seworan materi hubungan antargaris melalui pendekatan Realitic Mathematics Education (RME) dengan Media Konkret dua siklus.  Langkah-langkah dalam setiap siklus terdiri dari empat tahap yaitu tahap perencanaan (planning), pelaksanaan tindakan (acting), pengamatan (observing), dan refleksi (reflecting). Kegiatannya pengumpulan data dengan tes dan pengamatan aktivitas proses pembelajaran, Hasil Belajar aspek pengetahuan persentase ketuntasan belajar pra siklus 41.67% menjadi 58,33 % siklus I meningkat 16,66 point, dan menjadi 91,67  siklus II meningkat 33,34 point. Nilai rata-rata kelas pra siklus  58,08 menjadi 67,17 siklus I meningkat 9.09 point, dan menjadi 82,25 siklus II meningkat 15,08 point. Keaktifan belajar peserta didik dalam proses pembelajaran pra siklus 47,87 % kriteria cukup baik, mencapai rata-rata 70,13% kriteria baik  siklus I, meningkat 34,87point dan meningkat menjadi 89,52 kriteria sangat baik siklus II meningkat 19,39 point. Ketuntasan hasil belajar aspek keterampilan pra siklus sebanyak 5 (41,66 %) menjadi 6 (50,00%) pada siklus I meningkat 8,34%, dan menjadi  12 (100%) siklus II meningkat 50%. Nilai rata-rata  kelas aspek keterampilan pra siklus 71,00 siklus I menjadi 72,33 meningkat 1,33 point dan menjadi 77,66 siklus II meningkat 5,33 point. Simpulan Pendekatan  Realithic Mathematics Education (RME) dengan Media Konkret dapat meningkatkan  hasil belajar peserta didik   kelas IV SD Negeri Seworan Wonosegoro Boyolali materi hubungan antar garis