Veri Ikra Mulyadi

Improving the Ability to Understand Building Spaces through the Use of Visual Media for Grade V Students of SDN Kolor II

Introduction

Improving the ability to understand building spaces through the use of visual media for grade v students of sdn kolor ii. Boost Grade V elementary students' spatial understanding in mathematics with visual media. This study reveals significant improvement in solid geometry learning outcomes through visual aids.

Abstract

This study was motivated by the low academic performance of students in mathematics, particularly in the topic of solid geometry, which requires strong visualization and spatial reasoning skills. The purpose of this research is to investigate the extent to which the use of visual media can enhance the mathematics learning outcomes of fifth-grade students at SDN Langsar I. The research employed a Classroom Action Research (CAR) approach conducted over two cycles, with each cycle consisting of planning, action implementation, observation, and reflection stages. The results of the study indicated a significant improvement in students' learning outcomes following the implementation of visual media in the learning process. In the pre-action phase, only 3 students met the Minimum Mastery Criteria (MMC). After the implementation of Cycle I, the number of students who achieved mastery increased to 7 students, representing 43.75% of the class. A more substantial improvement was observed in Cycle II, where 14 students, or 87.5%, successfully met the MMC. These findings demonstrate that the integration of visual media such as images, 3D models, and other visual aids has a positive impact on students' conceptual understanding and academic achievement in learning solid geometry. Therefore, visual media can be considered an effective alternative teaching strategy to improve the quality of mathematics instruction at the elementary school level.

Review

This study addresses a pertinent challenge in elementary mathematics education: the difficulty students face in solid geometry due to inadequate visualization and spatial reasoning skills. Motivated by low academic performance in this area, the research aimed to determine the extent to which visual media could enhance mathematics learning outcomes for fifth-grade students at an elementary school. Employing a two-cycle Classroom Action Research (CAR) methodology, which systematically involved planning, action, observation, and reflection, the study sought to provide practical insights into improving instructional strategies for this specific topic and student demographic. The findings from the CAR cycles reveal a compelling narrative of improvement. Initially, a mere 3 students met the Minimum Mastery Criteria (MMC) in the pre-action phase. Following the integration of visual media during Cycle I, the number of proficient students increased to 7, representing 43.75% of the class. A more substantial and statistically significant improvement was evident in Cycle II, where 14 students, or 87.5% of the class, successfully achieved mastery. This progressive enhancement in learning outcomes strongly suggests that the systematic application of visual aids, such as images and 3D models, directly contributed to a better conceptual understanding and academic achievement in solid geometry. In conclusion, this research provides robust evidence for the positive impact of visual media as an instructional tool in elementary mathematics. The demonstrated improvements in student mastery rates underscore the effectiveness of integrating such aids to address visualization and spatial reasoning deficits. The study positions visual media as a viable and effective alternative teaching strategy, holding considerable promise for enhancing the overall quality of mathematics instruction at the elementary level, particularly for topics that are conceptually challenging and require strong visual comprehension.

Full Text

Comments

You need to be logged in to post a comment.