Destiana Fitri, Fajar Cahyadi, Ervina Eka Subekti

ANALISIS KEBUTUHAN MEDIA PEMBELAJARAN MATEMATIKA KELAS IV MENGACU PADA BUKU GURU DAN BUKU SISWA

Introduction

Analisis kebutuhan media pembelajaran matematika kelas iv mengacu pada buku guru dan buku siswa. Analisis kebutuhan media pembelajaran matematika kelas IV di SD. Temukan media konkret efektif untuk pemahaman konsep abstrak, atasi keterbatasan, & buat pembelajaran aktif-menarik.

Abstract

Penelitian ini dilatar belakangi oleh kurangnya pemakaian media pembelajaran oleh guru pada saat kegiatan belajar mengajar berlangsung. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis kebutuhan media pembelajaran apa saja yang diperlukan pada saat pembelajaran matematika di kelas IV. Peneliti menggunakan metode pendekatan kualitatif yang bersifat deskriptif kualitatif. Teknik analisis data penelitian kualitatif melalui reduksi data, penyajian data dan penarikan kesimpulan. Hasil temuan penelitian menganalisis buku guru dan buku siswa berdasarkan tiga kriteria yaitu beban kognitif, multimedia dan konstruktivisme  dan di dua sekolah dasar bahwa kebutuhan media pembelajaran matematika kelas IV sangat beragam dan bergantung pada materi yang diajarkan. Sebagian besar materi membutuhkan media konkret agar peserta didik lebih mudah memahami konsep yang disampaikan. Media pembelajaran tidak hanya membantu peserta didik dalam memahami materi yang abstrak tetapi juga membuat pembelajaran menjadi lebih menarik, aktif dan menyenangkan. Selain itu, tantangan utama yang dihadapi adalah keterbatasan media pembelajaran yang tersedia serta sulitnya peserta didik memahami isi buku tanpa bimbingan guru.

Review

This study, "ANALISIS KEBUTUHAN MEDIA PEMBELAJARAN MATEMATIKA KELAS IV MENGACU PADA BUKU GURU DAN BUKU SISWA," addresses a pertinent issue within elementary education: the insufficient utilization of learning media by teachers during classroom activities. The authors set out to describe and analyze the specific media requirements for fourth-grade mathematics instruction, a crucial area given the abstract nature of many mathematical concepts. Employing a descriptive qualitative approach, the research systematically analyzed data through reduction, presentation, and conclusion drawing, aiming to identify practical needs. The initial findings highlight a diverse range of media requirements, critically emphasizing the importance of concrete media for facilitating student comprehension. The research effectively grounds its analysis by examining teacher and student textbooks against three key pedagogical criteria: cognitive load, multimedia integration, and constructivism. Conducted in two elementary schools, this framework provided a structured way to identify the varied media needs across different mathematical topics for fourth graders. A significant finding points to the necessity of concrete media to simplify abstract concepts, thereby making the learning process more accessible and engaging. The study underscores that appropriate media not only aids in understanding complex material but also transforms learning into a more stimulating, active, and enjoyable experience for students. However, the abstract also clearly delineates the practical challenges faced, namely the scarcity of available learning media and students' struggles in comprehending textbook content without direct teacher guidance. While the study clearly identifies the diverse media needs and associated benefits, it also uncovers critical implementation hurdles that warrant further attention. The identified challenges—limited media availability and student dependence on teachers for textbook comprehension—suggest a vital area for future intervention and research. To enhance the practical utility of this work, a more detailed exposition of *what specific types* of concrete media are needed for *which specific mathematical topics* would be highly beneficial. Future research could build upon these findings by developing and pilot-testing such media, perhaps even providing practical guidelines for teachers to create low-cost alternatives. This paper serves as a valuable initial step in understanding media requirements, paving the way for targeted resource development and professional development initiatives to address the identified gaps in media provision and utilization within mathematics education.

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