Siti Habibatul Masruroh, Fikri Apriyono

Mathematics instruction in Indonesian junior secondary schools often emphasizes procedures over conceptual understanding, limiting students’ ability to apply knowledge in real contexts. This challenge is particularly evident in madrasah settings, where approaches such as Realistic Mathematics Education (RME) are rarely implemented. This study examined the effect of RME on students’ conceptual understanding of fractions. Using a quasi-experimental design with non-equivalent control and experimental groups, 50 seventh-grade students at MTs Bustanul Ulum, Jember, participated in a six-week intervention. The experimental group was taught using RME principles, while the control group received conventional instruction. Pre-test and post-test data were analyzed using an independent samples t-test. Findings revealed a significant improvement in the experimental group’s conceptual understanding, with post-test scores averaging 82.60 (SD = 5.97) compared with 74.40 (SD = 6.90) in the control group (p < 0.001). These results indicate that RME can enhance students’ comprehension of mathematical concepts through contextual and student-centered learning. However, given the study’s limited scope, further research is needed to confirm these findings and explore their implications for curriculum development and teacher training in Indonesia.