From Real Contexts to Fraction Understanding: Implementing Realistic Mathematics Education Using Visual Models and Number Lines

Mathematics is a subject that plays an important role in developing students' logical, critical, and systematic thinking skills. However, in reality, many junior high school students still have difficulty understanding abstract mathematical concepts, one of which is fractions. This difficulty often arises because students understand fractions procedurally without adequate conceptual understanding. The Realistic Mathematics Education (RME) approach is considered relevant because it links mathematics learning to real contexts that are close to students' lives. This study aims to describe the learning trajectory of junior high school students in understanding the concept of fractions through the application of the RME approach. The research used a descriptive qualitative method with a case study approach. The research subjects consisted of three seventh-grade students from SMP Negeri 2 Depok who were selected using purposive sampling. The learning was carried out in two meetings with real contexts, such as pizza sharing, juice consumption, and study schedules. Data were collected through direct observation and documentation of students' work, then analyzed using qualitative data analysis techniques, including data reduction, data presentation, and conclusion drawing. The results of the study indicate that the application of the RME approach can facilitate the gradual understanding of fractions, from concrete experiences to abstract understanding. There were variations in learning paths among students, where some students were able to abstract directly, while others needed visual models to overcome misconceptions. These findings indicate that the RME approach is effective in helping students build a more meaningful understanding of fractions.