By taking the role as a mentor and a facilitator, a teacher in the 4 th grade of elementary school needs to look at the condition of the students in the concrete thinking stage. Learning process needs to be adjusted such that the abstract objects in mathematics can be represented through concrete objects as a bridge to enter the knowledge that the students already had, especially for the material of fraction. This research aims to analyze the achievement and the improvement of students' mathematics reasoning ability through the implementation of Indonesian realistic mathematics education (PMRI) approach. The research subject consisted of 51 students in the experiment group and 45 students in the control group which categorized into three levels (low, intermediate, and high). The result suggests that the achievement and the improvement of students' reasoning ability in the mathematics learning using PMRI approach are better than the conventional learning. AbstrakSebagai pembimbing sekaligus fasilitator, seorang guru di kelas 4 sekolah dasar perlu memperhatikan kondisi para siswanya yang berada pada taraf berfikir konkret. Proses belajar perlu disesuaikan sehingga objek abstrak pada matematika dapat "direpresentasikan" melalui benda konkret sebagai jembatan memasuki pengetahuan yang telah dimiliki siswa, khususnya terhadap materi pecahan. Penelitian ini bertujuan untuk mengkaji pencapaian dan peningkatan kemampuan penalaran matematika (KPM) siswa melalui penerapan pendekatan pembelajaran pendidikan matematika realistik Indonesia (PMRI). Subjek penelitian terdiri dari 51orang kelas eksperimen dan 45 orang kelas kontrol yang terbagi menjadi tiga level (rendah, sedang dan tinggi). Hasil penelitian menunjukkan pencapaian dan peningkatan KPM siswa pada pembelajaran matematika dengan pendekatan PMRI lebih baik dari pembelajaran konvensional.

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