Abstract:
In a teaching learning process, a teacher usually tends to explain materials, to give examples and
to give evaluation to students. Then, the teac Background issue in this study is that students less
understand about the material given by teacher. It happened because the teachers only teaching
use the lecture method and less linked with the real condition. The Teachers have been center so
that students are less active in learning and students are often not able to complete the tasks
assigned by teachers who lead mathematics learning outcomes the students in first grade of SD
Negeri 6 Pekanbaru is low with an average value of 60.85 from 34 students who achieve only 14
have KKM or 41,18% in the classical style. Because all of that make the research of learning with
the realistic mathematics learning approach (RML) implementation. With the formulation of the
problem "Is the realistic mathematics learning approach (RML) implementation can increase
mathematics learning outcomes the student in first grade of SD Negeri 6 Pekanbaru?" In the
realistic mathematics learning approach (RML) emphasized the importance of real context is The
student known and the construction of mathematical knowledge by students by themself. This study
to increase mathematics learning outcomes the students in first grade of SD Negeri 6 Pekanbaru.
Form of this research is classroom action research (CAR). The subjects in this research were the
student in second semester of first grade of SD Negeri 6 Pekanbaru academic year 2012/2013 with
34 students data collected in the form of observations and tests of students learning outcomes.
From the analysis of the data on the percentage of all teachers and students on average activity of
teachers in the first cycle was 72.22% in good categories increased from 18.05% to 90.27% in the
second cycle with a very good category. For students in the first cycle activity is 65.27% with good
category increased from 19.44% to 84.71% in the second cycle with a very good category.
Outcomes from student learning obtained a mean basic score of 60.85 increased to 22.67 to 83.52
in the first cycle with a percentage increase of 37%, and of the mean first cycle to second cycle
increased from 4.09 to 87.61 with a percentage increase of 5%. KKM achievement of data
analysis, the percentage obtained in the classical completeness before action replay, replay the
first cycle and the second cycle was 41.18%, 70.59%, 91.18%. From above discussion, it can be
concluded that the realistic mathematics learning approach (RML) implementation can increase
learning outcomes the student in first grade of SD Negeri 6 Pekanbaru
