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This study aims to describe the quality of mathematical communication skills of student who are given learning using the Realistic Mathematics Learning (PMR) approach to fraction material. This type of research is a qualitative descriptive case study. The subjects of this study were the fifth grade students of the Medan Markus Private Elementary School totaling 40 people, then the subjects were analyzed qualitatively in terms of the indicators of ability (high, medium and low), aspects of errors and aspects of blank answers. The research instrument consisted of: Tests of mathematical communication skills and interview guide sheets. Data analysis techniques include data collection, data reduction, data presentation and conclusion drawing. The results showed that students mathematical communication skills were 22.5% in the high category, 37.5% in the moderate category and 40% in the low category. Furthermore, through qualitative analysis, it can be concluded that: 1) High-ability students are able to communicate mathematically well; 2) Students who are capable of being unable to communicate mathematically; 3) Low-ability students are not able to communicate mathematically; 4) Students mistakes occur in understanding problems, using concepts and steps needed to solve problems; 5) In blank answers students are not able to understand the steps to solving problems, students are less able to use and apply count operations, students are not able to understand the concepts in problem solving