Concept Understanding Ability of Elementary School Students on Fraction Material Using Realistic Mathematics Education Assisted by Interactive Video Media

This study aims to determine the effect of Realistic Mathematics Education assisted by interactive video media on improving students’ concept understanding ability on fraction material. The research method is pre-experimental one group pretest-postest involving pretest activities before the postest action after treatment. Twenty-three fourth-grade elementary school students were included in the study using purposive sampling. The research instrument was a test measuring students’ concept understanding ability on fraction material, which was analyzed with the paired sample t-test. This study shows that interactive video media’s assistance in the improvement of students’ concept understanding ability can be categorized as quite effective. With the application of Realistic Mathematics Education assisted by interactive video media, mathematics learning is better related to the context of real life. Learning has great attractiveness and relevance for students, motivating the involvement of students in the learning process and providing a deeper learning experience by connecting material with real situations.