Implementation of Realistic Mathematics Education (RME) in Geometry and Time Measurement Learning based on the Ramadhan Context in Grade III of Elementary School

Abstract

Mathematics learning in elementary school is often still abstract, which makes it difficult for students to understand concepts, particularly in geometry and time measurement. Therefore, a contextual and meaningful learning approach is needed, one of which is Realistic Mathematics Education (RME). This article aims to describe the implementation of the RME approach in teaching geometry and time measurement based on the Ramadhan context in Grade III of elementary school. This study uses a qualitative descriptive approach with data sources in the form of learning activity designs and relevant learning videos. Data collection techniques were conducted through observation, documentation, and analysis of learning conversation transcripts. The results of the study indicate that the use of the Ramadhan context, such as mosque decoration activities and the creation of an imsakiyah calendar, helps students understand geometry and time measurement concepts more concretely. In addition, the stages of RME learning, which include understanding contextual problems, exploration, formalization, application, and evaluation, encourage students’ active involvement in the learning process. Thus, the RME approach based on the Ramadhan context can serve as an effective alternative to improve students’ understanding of mathematical concepts in elementary school.