Joko Triono

MENINGKATKAN AKTIVITAS DAN PRESTASI BELAJAR MATEMATIKA MELALUI PENERAPAN METODE PERMAINAN DI SDN 1 SENDANG AGUNG

Introduction

meningkatkan aktivitas dan prestasi belajar matematika melalui penerapan metode permainan di sdn 1 sendang agung . Tingkatkan aktivitas & prestasi belajar Matematika kelas VI di SDN 1 Sendang Agung dengan metode permainan. Studi menunjukkan peningkatan aktivitas & ketuntasan belajar siswa mencapai 100%.

Abstract

Research uses the game method to increase the activity and learning achievement of class VI Mathematics at SDN 1 Sendang Agung. Data collection techniques were observed to see data on learning activities, learning achievement through daily tests. Students' activities in preparing places, materials and tools were 55.56%, activities expressing ideas were 66.67% and reading game rules and books were 74.04%. Mathematics learning achievement, the average value of the first cycle of 69.17 increased to 82.50 in the second cycle. The percentage of students who achieved the standard of completeness increased in the first cycle by 83.33%, to 100% in the second cycle.

Review

This study presents a compelling case for the integration of game-based methods to enhance mathematics learning among sixth-grade students at SDN 1 Sendang Agung. Addressing a pertinent challenge in elementary education—improving student engagement and academic performance in mathematics—the research specifically investigates the impact of a pedagogical approach known for its potential to make learning more interactive and enjoyable. The focus on both learning activities and achievement provides a holistic view of the intervention's effectiveness within a specific classroom setting. The research appears to follow an action research design, utilizing observations to quantify student activities and daily tests to measure learning achievement across two cycles. The reported findings are encouraging: student activities, such as preparing materials and expressing ideas, showed measurable engagement, ranging from 55.56% to 74.04% for reading game rules. Crucially, the mathematics learning achievement data demonstrates a significant upward trend, with the average score increasing from 69.17 in the first cycle to 82.50 in the second. Moreover, the percentage of students achieving learning completeness rose impressively from 83.33% to a perfect 100%, providing strong quantitative evidence for the positive influence of the game method. In conclusion, this abstract offers strong preliminary evidence that the application of game methods can be a highly effective strategy for boosting both student activity and mathematical learning achievement at the elementary level. The clear improvements observed in both quantitative metrics underscore the potential of this approach to transform the learning experience. While the abstract effectively highlights the positive outcomes, a full paper would benefit from elaborating on the specific types of games implemented, the theoretical underpinnings guiding their selection, and potentially including qualitative data to provide a richer understanding of student experiences and teacher reflections. This would further strengthen the study's contribution and inform broader pedagogical discussions.

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