Available online at: http://journal.uny.ac.id/index.php/jpe Jurnal Prima Edukasia, 8 (1), 2020, 78-85 https://doi.org/10.21831/jpe.v8i1.32577 This is an open access article under the CC–BY-SA license. The effect of realistic mathematical approaches towards the students’ math learning outcomes Qomario Qomario *, Ahmad Tohir, Ali Mashari Department of Primary Education, STKIP Al Islam Tunas Bangsa. Jalan ZA PagarAlam No. 41, Gedungmeneng, Bandar Lampung35145, Indonesia * Corresponding Author. E-mail: qomario@stkipalitb.ac.id Received: 19 June 2020; Revised: 20 June 2020; Accepted: 23 June 2020 Abstract This research aimed to describe the effect of realistic mathematical approaches on mathematics learning outcomes of fourth grade students at SDN 4 Jatimulyo. Type of this research is quantitative research using quasi-experimental methods and using one-group pre-test and post-test design. This research is conducted for grade IV odd semester 2019/2020 at SDN 4 Jatimulyo. The population in this research are all fourth- grade students of SDN 4 Jatimulyo with a total of 31 students. The sampling using saturated sampling technique (total sampling), thus the sample in this research amounted to 31 students. The data collection is done through tests, namely pre-test and post-test. The data analysis technique used in this study is descriptive analysis. Based on the result and discussion in this research, it can be concluded that there is an effect of a realistic mathematical approach to the mathematics learning outcomes of fourth grade students at SD N 4 Jatimulyo. This is evidenced by the mean value of mathematics learning outcomes is 83.84 (very good category). From these results it can be concluded that there was an effect of a realistic mathematical approach to student mathematics learning outcomes. Keywords: learning outcomes, realistic mathematical approach. How to Cite: Qomario, Q., Tohir, A., & Mashari, A. (2020). The effect of realistic mathematical approaches towards the students’ math learning outcomes. Jurnal Prima Edukasia, 8(1), 78-85. doi:https://doi.org/10.21831/jpe.v8i1.32577 Introduction Education is about how to improve students’ learning outcomes. This case will continue in order to the future generations can grow and have competitiveness. Education is one of the important things and plays a role in human life. Education teaches humans to know and utilize the resources to their full potential so as able to survive. Education is a conscious and planned effort to actualize the learning process actively in order that students can develop their potential. The purpose of education based on Pancasila has the aim to increase piety towards God, intelligence, skills, enhance character, strengthen personalities thus they can build themselves and be jointly responsible for the national development (Tohir & Mashari, 2020). Mathematics is a subject containing full of life needs, such as a means of education. Mathematics as a means of education plays a role in human activities obtained from the thinking process, and it was not obtain from the experimental results (Damayanti & Mawardi, 2018). The learning and teaching of mathematics can be analyzed from different psychological points of view. Information-processing theories focus on the various information-processing mechanisms underlying mathematical competence and try to foster the development of these mechanisms in order to stimulate the growth of mathematical competence. In the action-psychological approach of the cultural-historical school, mathematics is viewed as a kind of culturally developed human activity governed by the rules that mathematicians themselves follow while doing their job. Consequently, the development of mathematical competence is regarded as the formation of a system of meaningful mathematical actions that constitute that activity. At a general theoretical level these approaches can be shown to be basically different and even incompa- tible. With regard to mathematics education the differences are illustrated with respect to several themes such as task-analysis, automatization, and the learning of elementary arithmetic. Considering insight and meaningful and sophisticated problem-solving as the core of mathematical thinking, the action-