There are five characteristics of realistic learning including:

a. Use of context
b. Modeling for progressive mathematics.
c. Making use of student construction outcomes.
d. Interactivity and participation
e. Linkages.
Of these five characteristics students are able to know the characteristics contained in realistic
mathematics education as a starting point for solving a problem so that they are able to solve
it in their own way. So in learning using this approach students must be able to solve
mathematical problems individually. The steps to solve problems individually using realistic
mathematics education are as follows:
The application of the realistic mathematics education approach to classroom learning has
both advantages and disadvantages. The advantages of implementing this approach include:
a. RME gives students a clear and operational grasp of the link between mathematics and
everyday life, as well as the general value of mathematics to people.
b. RME gives pupils a clear and operational knowledge that mathematics is an area of study
that can be produced and developed by students and other "regular" people, not just
professionals in the area
c. RME teaches students in a clear and practical way that the solution to an issue or difficulty
does not have to be a single solution, nor does it have to be the same solution for two people.
d. RME offers students with a clear and practical knowledge that the learning process is the
most important aspect of learning mathematics, and that in order to learn mathematics, one
must go through the process by themselves and attempt to find out for themselves additional
mathematical ideas and materials with the aid of other parties who already know. (teacher).
While the weaknesses in applying realistic mathematics education in classroom learning
include:
1) Understanding of RME and implementing RME requires a paradigm. This paradigm shift
is easy to say but not easy to put into practice because the old paradigm is so strong and
entrenched for a long time.
2) searching for contextual questions that meet the requirements demanded by RME is not
always easy for every mathematical topic that students need to present, especially because
each of these problems must be solved in various ways.
3) Efforts to encourage students to find ways to solve each problem is also a challenge in
itself.
4) The process of developing students 'thinking skills by starting contextual problems with
students' thinking mechanisms must be followed carefully so that the teacher can help
students find back certain mathematical concepts.
 5) The selection of teaching aids must be careful so that the teaching aids chosen can help
students think in accordance with the demands of RME.