Abstract:
This study aims to improve learning outcomes of simple geometri with RME-based learning tools that pay attention to cognitive load. This type of research is a classroom action research with the trial subjects of 4th-grade students of Jumerto Public Elementary School 1 for the 2019/2020 academic year consisting of 15 male students and 11 female students. The results of this study are: (1) the application of RME with cognitive load nuances can improve learning outcomes on classical completeness from 30.77% in cycle I to 90.15% in cycle II, (2) the application of RME with cognitive load nuances can improve learning outcomes based on the average test results from 46.19 in the first cycle to 78.5 in the second cycle; (3) the application of RME with cognitive load nuances can increase the implementation of learning from 84.38% with a good category in the first cycle to 90.63% with a very good category in the second cycle.
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