Penelitian ini bertujuan untuk mengetahui pengaruh model Realistic Mathematics Education (RME) terhadap pemahaman konsep dan minat belajar
matematika siswa kelas VII di SMPN 1 Majene. Metode yang digunakan adalah kuantitatif dengan desain Quasi Experimental tipe Nonequivalent Control Group Design. Subjek penelitian terdiri dari kelas eksperimen (VII E) yang diajar dengan model RME dan kelas kontrol (VII F) yang menggunakan pembelajaran langsung. Teknik pengumpulan data meliputi tes, angket, dan lembar observasi. Hasil analisisdeskriptif menunjukkan peningkatan skor rata-rata posttest pemahaman konsep pada kelas eksperimen (86,57) lebih tinggi dibandingkan kelas kontrol (65,43). Begitu pula pada minat belajar, skor rata-rata kelas eksperimen (84,87) melebihi kelas kontrol (71,87). Uji hipotesis dengan t-test dan MANOVA menunjukkan nilai signifikansi < 0,05, yang berarti terdapat pengaruh signifikan model RME terhadap kedua variabel. Kesimpulannya, model RME lebih efektif dalam meningkatkan pemahaman konsep dan minat belajar matematika siswa dibandingkan dengan
pembelajaran langsung.
This study aims to examine the effect of the Realistic Mathematics Education (RME) model on students’ conceptual understanding and interest in learning mathematics among seventh-grade students at SMPN 1 Majene. This quantitative research employed a quasi-experimental design using a nonequivalent control group design. The experimental group (class VII E) was taught using the RME model, while the control group (class VII F) received direct instruction. Data were collected through tests, questionnaires, and observation sheets. Descriptive analysis showed that the average posttest score for conceptual understanding in the experimental group (86.57) was higher than that of the control group (65.43). Similarly, the average score for learning interest in the experimental group (84.87) exceeded that of the control group (71.87). Hypothesis testing using the t-test and MANOVA indicated significant results (p < 0.05), confirming that the RME model
had a positive and significant effect on both conceptual understanding and learning interest. It is concluded that the RME model is more effective than direct instruction in enhancing students' conceptual understanding and interest in learning mathematics.