Penggunaan Blok Pecahan Pada Materi Pecahan Sekolah Dasar

Indriani, Ari

doi:10.26877/jipmat.v3i1.2418

Cited by 19 publications

(19 citation statements)

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“…Temuan penelitian sebelumnya menyatakan media blok pecahan dapat digunakan pada proses pembelajaran (Indriani, 2018;Trisnawati & Suharno, S dan Kamsiyati, 2019). Selain itu penerapan media blok pecahan ini dapat meningkatkan pemahaman siswa terhadap konsep materi pecahan.…”

Section: Pembahasan Hasil Penelitianunclassified

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Penggunaan Media Blok Pecahan pada Materi Pecahan Biasa Terhadap Kemampuan Pemahaman Konsep Berhitung

Zadulhaq

V.Y

Alamsyah

2021

JIPP

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Kesulitan siswa dalam memahami materi bilangan pecahan juga disebabkan oleh guru yang tidak menggunakan media pembelajaran yang konkrit sehingga siswa lebih mudah bosan dan kurang bergairah dalam mengikuti proses pembelajaran. Penelitian ini bertujuan untuk menggunakan media blok pecahan untuk meningkatkan kemampuan pemahaman konsep berhitung pada pecahan biasa dan membantu siswa aktif dalam belajar matematika. Penelitian ini merupakan jenis penelitian Kuasi Eksperimen. Metode penelitian yang digunakan yaitu metode eksperimen semu. Subjek penelitian ini adalah siswa kelas IV SD yang berjumlah 32 siswa. Pengambilan data diperoleh dengan observasi, tes, dan dokumentasi. Hasil penelitian ini didapatkan dari hasil kemampuan pemahaman konsep materi pecahan siswa di kelas eksperimen yang lebih baik daripada kemampuan pemahaman konsep siswa dikelas kontrol dilihat dari rata-rata nilai pada posttest kelas eksperimen yang menggunakan media blok pecahan yaitu 65, sedangkan rata-rata nilai posttest pada kelas control yang mengunakan media gambar yaitu 55, dan dapat disimpulkan bahwa pencapaian akhir dari kemampuan pemahaman konsep siswa yang menggunakan media blok pecahan pada kelas eksperimen dengan kategori baik, lebih baik daripada kelas kontrol yang menggunakan media gambar dengan kategori cukup. Implikasi penelitian ini diharapkan dapat membantu siswa dalam meningkatkan pemahaman konsep matematika sehingga dapat meningkatkan hasil belajar siswa.

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Section: Pembahasan Hasil Penelitianunclassified

“…Untuk mengatasi kelemahankelemahan tersebut diperlukan tindakan nyata, yang dapat dipandang tepat untuk meningkatkan kemampuan pemahaman konsep pecahan siswa yaitu dengan menggunakan media blok pecahan. Media blok pecahan ini diharapkan bermanfaat bagi siswa untuk mengenal konsep pecahan sederhana dengan lebih mudah (Indriani, 2018;Sa et al, 2021).…”

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Penggunaan Media Blok Pecahan pada Materi Pecahan Biasa Terhadap Kemampuan Pemahaman Konsep Berhitung

Zadulhaq

V.Y

Alamsyah

2021

JIPP

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“…The research findings are that two factors cause student learning difficulties in solving math story problems on fractional material: internal and external factors (Indriani, 2018;Maghfiroh & Hardini, 2021). Internal factors include difficulty understanding the problem in question, not understanding the concepts and operations of counting fractions, and most general causes are forgetting, not being careful, and being in a hurry (Chityadewi, 2019;Hidayati, 2012).…”

Section: Introductionmentioning

confidence: 99%

Students' Learning Difficulties Review from Mathematics Problem-Solving Ability in Third-Grade Elementary School

Sulistyani

Subekti

Wardana

2021

IJERR

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Difficulty in the calculation process. It has an impact on low mathematics learning outcomes for students. This study aims to analyze students' learning difficulties in terms of mathematical problem-solving abilities in grade III elementary school fractions. This type of research is descriptive qualitative research. The subjects taken were six students—data obtained through interviews, tests, and documentation. The instrument used to analyze the data is a questionnaire. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The study results are that students have a score on the aspect of understanding the problem of 50 (33.3%) in the medium difficulty category. The planning aspect has a score of 34 (22.60%) (great difficulty). Implementing the plan has a score of 95 (63.30%) (low difficulty). The re-checking aspect has a score of 98 (65.30%), which is in the low difficulty category. The difficulty is due to the lack of understanding of the questions, errors in determining the correct strategy to solve the problems and difficulties in the calculation process, and the child's low grasping power.

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“…Mathematics learning aims to develop cognitive aspects and affective aspects in which life values are contained (Bosica et al, 2021;Miranda et al, 2021). One example of learning mathematics is inseparable from students' daily lives, such as fractions, when students divide objects into smaller parts (Ardhiyah & Radia, 2020;Indriani, 2018;Trisnawati & Suharno, S dan Kamsiyati, 2019).…”

Section: Introductionmentioning

confidence: 99%

Instruments for Assessment of Mathematics Learning Outcomes of Fourth-Grade Elementary School Students

Yantini

Suarjana

Sumantri

2021

j. ilm. sekol. Dasar

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Teachers still do not pay attention to the minimum standards or basic competencies that must be achieved by students, so that in making assessment questions it is not according to students' abilities and the achievement of basic competencies from the subject matter being studied. This study aims to create an instrument for assessing mathematics learning outcomes for fourth grade elementary school students. This type of research is development research. The model used in this study is using the ADDIE model. The subjects used were 2 mathematicians/experts and 30 students as respondents. Data collection techniques are observation, interviews, document recording, tests. The results of the study were analyzed with validity and reliability showing the number of valid items as many as 18 items that were declared valid and 2 items that were not valid. After that, the reliability test was carried out using the Kuder Richardson 20 (KR-20) formula with the help of the Microsoft Office Excel application. The results of the calculation of instrument reliability obtained r11 = 0.82 has a "very high" consistency. Thus, the instrument for assessing mathematics learning outcomes for fourth grade elementary school students is valid and appropriate to be used as an instrument for assessing mathematics learning outcomes. The implication of this research is that the instrument can be used as a guide for developing other assessment instruments and can help teachers understand how to make good questions, so that learning objectives can be achieved optimally.

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Penggunaan Blok Pecahan Pada Materi Pecahan Sekolah Dasar

Cited by 19 publications

References 0 publications

Penggunaan Media Blok Pecahan pada Materi Pecahan Biasa Terhadap Kemampuan Pemahaman Konsep Berhitung

Penggunaan Media Blok Pecahan pada Materi Pecahan Biasa Terhadap Kemampuan Pemahaman Konsep Berhitung

Students' Learning Difficulties Review from Mathematics Problem-Solving Ability in Third-Grade Elementary School

Instruments for Assessment of Mathematics Learning Outcomes of Fourth-Grade Elementary School Students

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