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The study was based on the problems faced by elementary school students in understanding the topic of fractions. The fundamental problem of not understanding fractions is that the concept of fractions regarding the part as a whole is not understood meaningfully and is abstract. Therefore, elementary school students must learn Realistic Mathematics Education (RME), which can relate the meaning of fractions, so that fractions can be seen in a concrete or non-abstract way. This study examines the influence of RME on elementary school students' understanding of fractions. This research uses a quantitative method with a "one group pretest-posttest" design, comparing elementary school students' understanding of fractions before and after RME treatment. The research results show that the average N-Gain value is in the high category, namely in the g values > 0.7 range. so there is a significant difference between the pretest and posttest.
Ariyanti et al. (Fri,) studied this question.
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