Yulinda Ayu Pratiwi, Ika Evitasari Aris, Maulina Rahayu

ANALISIS HASIL BELAJAR MATEMATIKA DENGAN PENGGUNAAN MEDIA PAPAN WAKTU PADA SISWA KELAS II SD NEGERI 2 BUMI NABUNG UTARA

Introduction

Analisis hasil belajar matematika dengan penggunaan media papan waktu pada siswa kelas ii sd negeri 2 bumi nabung utara. Analisis hasil belajar matematika siswa SD kelas 2 menggunakan media papan waktu. Terbukti efektif tingkatkan pemahaman konsep waktu, fokus, & partisipasi, sesuai kurikulum Merdeka.

Abstract

This study aims to analyze the mathematics learning outcomes of second-grade students at SDN 2 Bumi Nabung Utara through the use of a time board as a learning medium. The research background highlights students’ difficulties in understanding the concept of time, despite mathematics being a core subject for developing logical, analytical, and critical thinking skills. A qualitative descriptive approach was employed, with data collected through observation, interviews, learning outcome tests, and documentation. The findings reveal that the time board significantly enhanced students’ focus, motivation, and active participation during learning activities. Students demonstrated improved skills in reading the clock, distinguishing between the hour and minute hands, and solving word problems related to time. Evaluation data also indicated better learning outcomes compared to before the implementation of the medium. Thus, the time board proves to be an effective and innovative tool for concretizing abstract concepts, aligning with student-centered principles emphasized in the Merdeka Curriculum.

Review

This study presents a timely and relevant investigation into enhancing mathematics learning outcomes, specifically focusing on the challenging concept of time for second-grade students. The research effectively highlights the common difficulties students face in grasping abstract time concepts, underscoring the importance of innovative pedagogical approaches. The adoption of a qualitative descriptive methodology, supported by a multi-faceted data collection strategy encompassing observation, interviews, learning outcome tests, and documentation, provides a robust foundation for understanding the impact of the time board medium. The initial findings suggest a promising intervention, with the time board appearing to address a critical learning gap. The findings eloquently demonstrate the positive impact of the time board medium, showing a clear enhancement in students' engagement. Specifically, the study reports significant improvements in student focus, motivation, and active participation during lessons. Crucially, students exhibited concrete skill development, including improved abilities in reading clocks, distinguishing between hour and minute hands, and successfully tackling word problems related to time. The reported "better learning outcomes compared to before the implementation" provide a compelling argument for the time board's effectiveness as an innovative tool for concretizing abstract concepts, aligning well with the student-centered principles advocated by the Merdeka Curriculum. While the study offers valuable insights into the practical benefits of using a time board, certain limitations inherent to the qualitative descriptive design should be considered. The abstract mentions "evaluation data" indicating better outcomes, but without further detail on the quantitative rigor or statistical significance of this comparison, the claims of improved learning outcomes would benefit from more robust empirical backing, potentially through a quasi-experimental design with a control group. Future research could explore the long-term retention of these acquired skills and investigate the time board's efficacy across a broader range of schools or demographic contexts to enhance generalizability. Despite these considerations, this paper provides a commendable initial exploration, offering practical pedagogical recommendations for educators grappling with teaching abstract mathematical concepts to young learners.

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