Bintari Bintari, Amaira Utami

UPAYA PENINGKATAN HASIL BELAJAR MATEMATIKA MELALUI METODE DEMONSTRASI PADA MATERI VOLUME BENDA SDN 1 KARANGTENGAH

Introduction

Upaya peningkatan hasil belajar matematika melalui metode demonstrasi pada materi volume benda sdn 1 karangtengah. Cari tahu bagaimana metode demonstrasi dengan alat peraga tingkatkan hasil belajar matematika materi volume benda pada siswa kelas 3 SD hingga 93,75%.

Abstract

Permasalahan perolehan nilai siswa yang selalu di bawah KKM pada mata pelajaran matematika adalah menjadi salah satu latar belakang penelitian ini dilaksankaan. Rendahnya hasil belajar siswa ini disebabkan oleh kurangnya pemahaman dan perhatian siswa saat menerima materi yang diajarkan. Oleh sebab itu, peneliti melakukan Penelitian Tindakan Kelas (PTK) yang bertujuan untuk menentukan apakah penerapan metode demonstrasi dengan penggunaan alat peraga dapat meningkatkan hasil belajar matematika kelas III SD Negeri 1 Karangtengah. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang terdiri atas dua siklus. Hasil penelitian pada siklus pertama menunjukan bahwa hasil belajar siswa masih rendah yaitu hanya 43,75% siswa mendapat nilai di atas KKM. Hal tersebut menjadi sebuah alasan untuk perbaikian pada siklus dua. Pada siklus dua dengan bertitik tolak pada hasil refleksi siklus satu pembelajaran diperbaiki dengan cara menggunakan model demonstrasi dengan alat peraga. Hasilnya cukup memuaskan, nilai yang diperoleh siswa mengalami peningkatan dari 43,75% pada siklus satu menjadi 93,75% pada siklus dua. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa penggunaan metode demonstrasi dengan alat peraga mampu meningkatkan hasil belajar siswa.

Review

This study presents a timely and practical intervention aimed at improving mathematics learning outcomes, specifically for third-grade students struggling with the "Volume of Objects" material at SDN 1 Karangtengah. The abstract effectively highlights the core problem: persistent low student scores attributed to insufficient comprehension and engagement. By identifying these issues as a backdrop, the research appropriately frames its objective to determine the efficacy of the demonstration method, augmented by teaching aids, in enhancing student achievement. This focus on a tangible problem and a direct pedagogical solution underscores the study's relevance to classroom practitioners. The research employs a Classroom Action Research (PTK) methodology, structured into two cycles, which is well-suited for addressing specific educational challenges within a live classroom setting. The initial findings from Cycle 1 revealed that student performance remained unsatisfactory, with only 43.75% achieving scores above the KKM. This critical reflection informed the modifications for Cycle 2, where the demonstration method with teaching aids was refined. The subsequent results were remarkably positive, showing a substantial increase in student attainment, rising dramatically from 43.75% to 93.75% in the second cycle. This significant improvement provides compelling evidence to support the study's conclusion regarding the effectiveness of the chosen pedagogical approach. The primary strength of this study lies in its clear demonstration of a successful, practical intervention that directly addresses an identified learning deficit. The iterative nature of the PTK allowed for refinement and ultimately led to a highly impactful outcome. While the abstract strongly supports the positive effect of the demonstration method with teaching aids, future studies could benefit from elaborating on the specific types of teaching aids utilized and the theoretical underpinnings of *why* they were so effective. Additionally, exploring the generalizability of these findings to other mathematical topics, grade levels, or school contexts would enhance the broader impact and contribution of this valuable research.

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