Learning in the 21st century is inseparable from the influence of digital technology. Learning listening of fairy tale with conventional method (teachers read a fairy tale in front of the class) is no longer suitable to be applied for the students in this digital era, so that a new breakthrough in the use of learning media is needed. Learning listening of fairy tale by using an audio visual media can be one of alternatives used by teachers. Research used an audio visual media in learning listening of fairy tale was conducted in SDN 6 Singaparna. Research method used is descriptive qualitative method. The enthusiasm of students in learning listening of fairy tale by using audio visual media is better than learning listening of fairy tale read by the teacher. This is seen from the average score of listening ability of student’s fairy tales. The average listening ability of student’s fairy tale using audio visual media is 84,53, while the average listening ability of student’s fairy tale before the research was 67,20. In addition to making the average listening ability of student’s fairy tale increased was by the use of audio visual media that also made students more active in the learning process. This is seen when the teacher asked a few questions when the fairy tale has been played, most students responded well to the questions given by the teacher. Abstrak: Pembelajaran di abad ke-21 ini tidak terlepas dari pengaruh teknologi digital. Pembelajaran menyimak dongeng dengan cara konvensional (guru membacakan dongeng di depan kelas) dirasa sudah tidak cocok lagi diterapkan pada siswa di era digital ini, sehingga diperlukan adanya terobosan baru dalam penggunaan media pembelajaran. Pembelajaran menyimak dongeng dengan menggunakan media audio visual dapat menjadi salah satu alternatif yang bisa digunakan oleh guru. Penelitian tentang penggunaan media audio visual dalam pembelajaran menyimak dongeng dilakukan di SDN 6 Singaparna. Metode penelitian yang digunakan adalah metode deskriptif kualitatif. Antusiasme siswa dalam pembelajaran menyimak dongeng dengan menggunakan media audio visual lebih baik daripada pembelajaran menyimak dongeng yang dibacakan langsung oleh gurunya. Hal ini terlihat dari rata-rata kemampuan menyimak dongeng siswa. Rata-rata kemampuan menyimak dongeng siswa setelah menggunakan media audio visual adalah 84,53, sedangkan rata-rata kemampuan menyimak dongeng sebelumnya hanya 67,20. Selain membuat rata-rata kemampuan menyimak dongeng siswa meningkat, penggunaan media audio visual juga membuat siswa lebih aktif dalam proses pembelajaran. Hal ini terlihat saat guru mengajukan beberapa pertanyaan saat dongeng telah diputar, sebagian besar siswa merespon dengan baik pertanyaan-pertanyaan yang diberikan oleh guru.
This study aims to analyze the learning obstacle of students in elementary schools on the addition operation whole number. The research method used is a qualitative descriptive research method. The subjects of this study were 15 elementary school students who were selected using a purposive sampling technique. Data collection techniques include non-participatory observation, test of addition operation whole number in the form of story questions, unstructured interviews, and documentation studies. The results showed that there were learning obstacle for elementary school students found in the addition operation whole number including: 1) students had difficulty understanding the meaning of the questions; 2) students have difficulty understanding the concept of place value; 3) students have difficulty translating questions into math sentences; 4) students have difficulty doing addition calculations, other than the pattern a+b=?; 5) students have difficulty giving conclusions from the results of their work; and 6) students do not have confidence in solving problems. This study concludes that students experience three types of learning obstacles, namely: ontogenic obstacle, didactical obstacle, and epistemological obstacle. The implications of the results of this study can be used as an analysis of student learning needs and the factors that affect student learning difficulties, especially in mathematics.
Penelitian ini dilakukan untuk mengetahui kesulitan belajar matematika pada siswa usia 6-8 tahun. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Kami memberikan test individu berupa soal cerita operasi penjumlahan dan pengurangan bilangan cacah kepada 15 orang siswa yang berusia 6-8 tahun. Beberapa lembar jawaban siswa yang mewakili jawaban serupa dan unik dipilih untuk dianalisis. Dipilih 3 siswa sebagai subjek penelitian yang masing-masing terdiri dari siswa yang memiliki kemampuan matematika tinggi, sedang dan rendah. Kesulitan belajar siswa dianalisis dengan mencermati hasil jawaban dan wawancara terhadap siswa, konfirmasi ke guru terkait jawaban siswa dan analisis buku ajar. Kesulitan belajar siswa yang ditemukan berdasarkan hasil analisis penelitian diantaranya: 1) Kesulitan memahami maksud soal sehingga salah menterjemahkan kedalam kalimat matematika; 2) Kesulitan melakukan perhitungan; 3) Kesulitan dalam memahami hubungan antara penjumlahan dan pengurangan yang merupakan kebalikan.
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