Masni Masni, Amaira Utami

IMPLEMENTASI MEDIA PEMBELAJARAN PICTURE AND PICTURE UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA MATERI KESETARAAN NILAI UANG

Introduction

Implementasi media pembelajaran picture and picture untuk meningkatkan hasil belajar matematika materi kesetaraan nilai uang. Tingkatkan hasil belajar matematika siswa kelas 2 SD pada materi kesetaraan nilai uang dengan media Picture and Picture. Penelitian tindakan kelas ini menunjukkan peningkatan signifikan.

Abstract

Based on the results of initial observations, it is known that the 2nd graders of UPTD SDN 015926 Aek Korsik classified as having lower learning outcomes in mathematics, especially in the material of equivalence in the value of money. Therefore, this research was carried out with the aim of improving student learning outcomes ​​by using Picture and Picture media. This research was carried out through the Classroom Action Research (CAR) method which was divided into two cycles. The research subjects were 15 students of 2nd graders at SDN 015926 Aek Korsik. Based on the research results, the class average score in cycle I was 64.50, namely only 6 students (40.00%) were declared complete and as many as 8 students were declared incomplete. Student learning outcomes increased in cycle II with a classical average value of 75.93 above the class average Success Indicator (IK) score of 70.00. Specifically, there were 14 students (93.30%) who achieved scores above the minimum criteria and were declared complete, and only 1 student was declared incomplete. It can be concluded that the use of Picture and Picture media is able to improve students' mathematics learning outcomes on the subject of equivalence in the value of money.

Review

This paper presents a relevant and timely investigation into improving mathematics learning outcomes, specifically for second-grade students struggling with the equivalence of money values. The identified problem of low initial learning outcomes provides a clear rationale for the study. The use of Picture and Picture media as an intervention is well-chosen given the age group and the visual nature of the mathematical concept. The Classroom Action Research (CAR) methodology, structured into two cycles, is appropriate for addressing a specific pedagogical challenge within a defined classroom setting, allowing for iterative improvements in teaching practice. The reported increase in student completeness from 40% in Cycle I to 93.30% in Cycle II, surpassing the success indicator, strongly suggests a positive impact of the intervention. While the abstract effectively highlights the positive outcomes, a more detailed account of the intervention's implementation would enhance its clarity and transferability. Specifically, the abstract mentions the use of Picture and Picture media but does not elaborate on *how* it was integrated into lessons for the "equivalence in the value of money" topic, or what specific activities students engaged in. Furthermore, while the significant improvement in Cycle II is encouraging, the abstract could briefly explain any modifications or refined strategies employed between Cycle I and Cycle II that contributed to this substantial leap in student performance, which is a key characteristic of CAR. Acknowledging the relatively small sample size (15 students) as typical for CAR is important, as it impacts the generalizability of the findings beyond this specific classroom. Overall, the study makes a valuable contribution by demonstrating the potential effectiveness of Picture and Picture media in addressing a common learning difficulty in early mathematics. The clear positive results warrant further consideration of this pedagogical approach. For future research or a more comprehensive paper, it would be beneficial to explore the long-term retention of learning, potentially compare the efficacy of Picture and Picture with other visual aids, or delve into qualitative data regarding student engagement and conceptual understanding. Despite the inherent limitations of a single-classroom CAR study, this research provides strong evidence supporting the practical application of visual media to enhance student learning outcomes in specific mathematical domains.

Full Text

Comments

You need to be logged in to post a comment.