Nabila Choirusyfak Fitrahin, Kartinah Kartinah, Choirul Huda

Pengaruh Penggunaan Alat Peraga Tabel Perkalian Terhadap Hasil Belajar Matematika Operasi Hitung Perkalian Siswa Kelas IV di SDN Kebonsawahan 01

Introduction

Pengaruh penggunaan alat peraga tabel perkalian terhadap hasil belajar matematika operasi hitung perkalian siswa kelas iv di sdn kebonsawahan 01. Temukan pengaruh signifikan alat peraga tabel perkalian dalam meningkatkan hasil belajar matematika operasi hitung perkalian siswa kelas 4. Studi kuantitatif ini menunjukkan peningkatan nyata.

Abstract

Penelitian ini memiliki tujuan untuk mengetahui pengaruh penggunaan alat peraga tabel perkalian terhadap hasil belajar matematika operasi hitung perkalian siswa kelas IV SDN Kebonsawahan 01. Jenis penelitian ini adalah kuantitatif dengan menggunakan desain penelitian Pre-Experimental Design yang berbentuk One Group Pretest Posttest Design. Berdasarkan hasil analisis diperoleh rata-rata hasil belajar siswa sebelum diberi perlakuan menggunakan alat peraga tabel perkalian (pretest) sebesar 50, sedangkan rata-rata hasil belajar siswa setelah diberi perlakuan menggunakan alat peraga tabel perkalian (posttest) menjadi 79,2. Hal tersebut diperkuat dengan hasil uji t berpasangan dimana hasil uji t yang menyatakan bahwa nilai thitung ˃ ttabel yaitu 14,649 ˃ 2,064, maka H0 ditolak dan Ha diterima sehingga terdapat pengaruh yang signifikan antara hasil nilai pretest dan posttest atau dapat dikatakan bahwa adanya pengaruh penggunaan alat peraga tabel perkalian terhadap hasil belajar matematika operasi hitung perkalian siswa kelas IV SDN Kebonsawahan 01. Berdasarkan hasil penelitian ini saran yang dapat peneliti sampaikan yaitu alat peraga tabel perkalian salah satu alternatif media yang membantu siswa dalam memahami materi operasi hitung perkalian dan dapat membuat siswa lebih aktif dan menyenangkan selama pembelajaran sehingga hasil belajar siswa dapat meningkat.

Review

The study titled "Pengaruh Penggunaan Alat Peraga Tabel Perkalian Terhadap Hasil Belajar Matematika Operasi Hitung Perkalian Siswa Kelas IV di SDN Kebonsawahan 01" investigates a highly relevant educational issue: enhancing students' understanding and performance in multiplication. The research clearly articulates its objective, which is to determine the influence of using a multiplication table manipulative on the learning outcomes of fourth-grade students. The findings demonstrate a substantial improvement in student learning, with the average score significantly increasing from 50 (pretest) to 79.2 (posttest) after the intervention. This positive effect is further supported by a paired t-test, which indicated a statistically significant difference (t_hitung 14.649 > t_tabel 2.064), leading to the acceptance of the hypothesis that the manipulative significantly impacts learning outcomes. While the observed improvement is noteworthy and offers encouraging practical implications, the methodological design—a Pre-Experimental One Group Pretest-Posttest Design—presents a significant limitation concerning the internal validity of the findings. The absence of a control group makes it challenging to definitively attribute the observed gains solely to the multiplication table manipulative. Other extraneous variables, such as student maturation, historical events during the intervention, or even the effect of the pretest itself (testing effect), cannot be adequately ruled out as contributing factors to the improved scores. For more robust causal inferences, future research would greatly benefit from employing a stronger quasi-experimental design, such as a non-equivalent control group design. Despite the methodological constraints on causal attribution, this study provides valuable preliminary insights and practical recommendations. The substantial increase in student learning outcomes strongly suggests that the multiplication table manipulative is a promising pedagogical tool for teaching multiplication operations in elementary school settings. The recommendation that this manipulative serves as an effective alternative medium to aid student comprehension and foster more active and engaging learning experiences is well-justified by the results. This research lays a solid foundation for further, more rigorous investigation into the effectiveness of such concrete learning aids, ideally with designs that enhance internal validity to confirm direct impact and explore long-term benefits and transferability of learning gains.

Full Text

Comments

You need to be logged in to post a comment.