Sleman, September 9, 2026 — Agung Dwi Purnomo, a student in the Mathematics Education Study Program at Universitas Negeri Yogyakarta (UNY) participating in the Educational Teaching Practicum (PK), implemented the Realistic Mathematics Education (RME) approach in a mathematics lesson for Grade VII students at SMP Negeri 1 Mlati, Sleman Regency, on September 9, 2026. The 80-minute lesson focused on the addition and subtraction of linear algebraic expressions.

The activity was part of the Educational Teaching Practicum program, which provides students with opportunities to gain direct teaching experience while developing their skills in designing and implementing innovative, contextual, and student-centered mathematics instruction.

The RME approach was designed to help students understand algebraic concepts through situations closely related to their everyday lives. Using illustrations of donuts in boxes and fruit in baskets, students were guided to identify like terms and gradually discover the rules for adding and subtracting algebraic expressions.

The learning process was interactive, involving question-and-answer sessions, pair discussions, guided exercises, and activities in which students explored and communicated their problem-solving strategies. The student teacher acted as a facilitator, providing guiding questions and support to help students construct their own understanding of the concepts being studied.

To strengthen student engagement and assess their understanding at the end of the lesson, the activity incorporated an assessment using the Quizizz application. The use of digital technology provided a more interactive learning experience while helping the student teacher gain an overview of students' learning achievements.

The implementation of RME was supported by the supervising teacher. Collaboration between the student teacher and the supervising teacher played an important role throughout the activity, from lesson planning and classroom implementation to reflection on the teaching process and learning outcomes.

Through RME-based instruction, students were encouraged not only to obtain correct answers but also to understand the meaning of mathematical concepts, explain their reasoning, and develop problem-solving strategies. This approach provided opportunities for students to think critically and creatively and to become more confident in expressing their mathematical ideas.

For Agung Dwi Purnomo, the activity provided valuable experience in developing pedagogical and professional competencies, particularly in managing lessons that integrate real-life contexts, student-centered activities, and digital technology.

The activity also contributed to the Sustainable Development Goals (SDGs), particularly Goal 4: Quality Education, by promoting meaningful, inclusive, and student-centered learning. The implementation of contextual learning approaches is expected to contribute to improving the quality of mathematics learning experiences in schools.

As a follow-up, the student teacher and supervising teacher reflected on the lesson implementation and the results of the student assessment. The findings from this reflection served as a basis for improving instructional strategies for subsequent lessons. In the future, the RME approach is expected to be further developed and applied not only to algebra but also to various other mathematics topics.