Nurhalisa Nurhalisa, Jumardi Jumardi

Pendampingan Belajar Matematika Dengan Metode Ice-Breaking Bagi Siswa Kelas 2 SD Negeri 260 Masago

Introduction

Pendampingan belajar matematika dengan metode ice-breaking bagi siswa kelas 2 sd negeri 260 masago. Tingkatkan motivasi & minat belajar Matematika siswa kelas 2 SD Negeri 260 Masago dengan metode ice-breaking. Ciptakan suasana belajar menyenangkan & atasi kejenuhan.

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan motivasi dan minat belajar siswa dalam pembelajaran matematika melalui penerapan metode ice-breaking. Kegiatan ini dilaksanakan di SDN 260 Masago, Desa Masago, Kecamatan Patimpeng, Kabupaten Bone, pada tanggal 20 Januari hingga 12 Februari 2025, dengan fokus pada siswa kelas 2. Metode yang digunakan adalah Service Learning, yaitu pendekatan yang mengintegrasikan pengalaman akademis dengan pengabdian langsung kepada masyarakat. Hasil kegiatan menunjukkan bahwa penerapan ice-breaking mampu menciptakan suasana belajar yang menyenangkan, mengurangi kejenuhan, serta meningkatkan antusiasme dan fokus siswa selama pembelajaran berlangsung. Meskipun sebagian siswa masih mengalami kesulitan dalam memahami materi, secara keseluruhan metode ini efektif dalam meningkatkan motivasi belajar matematika. Kegiatan ini diharapkan dapat terus dikembangkan untuk mendukung peningkatan kualitas pendidikan dasar.

Review

This community service report details an initiative focused on improving mathematics learning motivation and interest among 2nd-grade students at SD Negeri 260 Masago through the implementation of ice-breaking methods. Utilizing a Service Learning approach, the program aimed to integrate academic experience with direct community engagement. The abstract highlights positive outcomes, noting that ice-breaking successfully fostered an enjoyable learning atmosphere, mitigated boredom, and enhanced student enthusiasm and focus, ultimately proving effective in boosting motivation, despite some students still encountering challenges with the material itself. From a reviewer's perspective, the paper addresses a pertinent issue in basic education: student disengagement in mathematics. The chosen intervention, ice-breaking, is practical and accessible, aligning well with the objectives of community service and elementary school settings. The explicit acknowledgment that some students still struggled with material comprehension, despite increased motivation, demonstrates a degree of critical self-reflection. However, the reported activity dates (January-February 2025) suggest that the "results" presented might be anticipated outcomes from a planned activity or a typo, which warrants clarification to fully assess the reported findings. Furthermore, the abstract could benefit from a brief mention of how "motivation" and "interest" were observed or measured. Overall, this "pendampingan" activity contributes positively by showcasing a replicable method for enhancing the learning environment and student engagement in foundational mathematics. Its focus on improving the emotional and psychological aspects of learning is crucial for building a positive attitude towards education. To further strengthen future reports, incorporating more detailed metrics for both motivational shifts and cognitive gains, alongside a clear timeline of implementation and evaluation, would be beneficial. This work lays important groundwork for continued efforts to improve the quality of primary education, particularly in remote or underserved areas.

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