Megah Shilvia Rizky Amelia, Sukamto Sukamto, Joko Sulianto

ANALISIS KEMAMPUAN PEMAHAMAN KONSEP SISWA DALAM MATERI OPERASI HITUNG CAMPURAN BILANGAN BULAT KELAS V SDN 1 PABEDILAN KALER KECAMATAN PABEDILAN KABUPATEN CIREBON

Introduction

Analisis kemampuan pemahaman konsep siswa dalam materi operasi hitung campuran bilangan bulat kelas v sdn 1 pabedilan kaler kecamatan pabedilan kabupaten cirebon. Pahami kemampuan konsep siswa kelas 5 SDN 1 Pabedilan dalam operasi hitung campuran bilangan bulat. Penelitian kualitatif ini mengungkap kesulitan & hasil belajar mereka.

Abstract

Penelitian ini bertujuan untuk mengetahui kemampuan pemahaman konsep siswa dan hasil belajar siswa dalam operasi hitung campuran bilangan bulat di kelas V SDN 1 Pabedilan Kaler. Penelitian ini adalah penelitian kualitatif dengan metode deskriptif. Dengan subjek penelitian yaitu guru dan siswa kelas V di SDN 1 Pabedilan Kaler.  Metode pengumpulan data dalam penelitian menggunakan observasi, wawancara, dan soal tes. Hasil penelitian yang diperoleh dalam kemampuan pemahaman konsep yaitu a) siswa tidak memahami langkah-langkah penyelesaian soal dengan benar; b) tidak dapat mengoperasikan bilangan yang berbeda tanda negatif; dan c) siswa masih kurang teliti dalam menghitung. Hasil belajar siswa kelas V SDN 1 Pabedilan Kaler pada materi operasi hitung campuran bilangan bulat nilai yang di dapat siswa sangat beragam. Mulai dari yang paling tinggi yaitu 85, dan yang paling rendah yaitu 40.

Review

The reviewed study, titled "ANALISIS KEMAMPUAN PEMAHAMAN KONSEP SISWA DALAM MATERI OPERASI HITUNG CAMPURAN BILANGAN BULAT KELAS V SDN 1 PABEDILAN KALER KECAMATAN PABEDILAN KABUPATEN CIREBON," investigates the conceptual understanding and learning outcomes of fifth-grade students in mixed integer operations. Employing a qualitative descriptive methodology, the research utilized observation, interviews, and tests with both teachers and students at SDN 1 Pabedilan Kaler. The focus on fundamental mathematical concepts such as mixed integer operations is highly relevant, as a strong grasp of these topics is critical for further mathematical development. The study's primary strength lies in its ability to pinpoint specific areas where students struggle with conceptual understanding. The findings clearly articulate three major difficulties: students' inability to correctly follow problem-solving steps, challenges in operating with numbers of different negative signs, and a general lack of thoroughness in calculations. These granular insights are valuable for educators, providing a clear diagnostic picture of common misconceptions and errors within this specific local context. The qualitative approach, utilizing multiple data collection methods (observation, interview, test), enhances the depth of understanding regarding student difficulties. While providing useful insights, the abstract also indicates some areas that could be strengthened for a more comprehensive review. The section on "hasil belajar siswa" (student learning outcomes) merely presents a range of scores (40-85) without further analysis, such as linking these scores directly to the identified conceptual errors or discussing their implications. It remains unclear how the diverse scores relate to the specific understanding gaps. Future iterations of this work would benefit from a more detailed discussion of the learning outcomes, exploring potential correlations with the conceptual understanding findings. Furthermore, while the study effectively identifies problems, the abstract does not explicitly offer pedagogical recommendations or implications for teaching practices based on these findings. Expanding on these aspects would significantly enhance the practical utility and theoretical contribution of the research.

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