Improving Basic School Students’ Capabilities in Doing Distribution Operations Through Combination of Media Construction and Group Investigation (GI)
Class II Elementary School students who are still in the concrete operational stage, have not been able to think abstractly so that to carry out the two number division operation is still experiencing difficulties. Therefore,
learning Mathematics for Elementary School students still needs the help of concrete objects as learning media. In addition, teachers also need to provide variation in learning, so students actively follow the course of learning, and attract students 'attention to learning and facilitate students' understanding of what they are learning. Thus, teachers need to use media and methods to support learning that are in accordance with the principles of Effective and Enjoyable Creative Innovative Learning (PAIKEM). This study aims to determine the activeness of students in learning using a combination of the Coklak method and the GI method and wants to know the increase in students' ability to carry out the operations of dividing two numbers. This research was conducted at SDN Gadang 1 Malang in class II consisting of 40 students with details of 19 male students and 21 female students. The instruments used are documents, tests, observations, and field notes. This research is a type of Class Action Research (CAR). The results of this study indicate that there is an increase in students' ability to carry out the original two number division operations after using the combination of congklak media and GI method. Where in the pre-action students obtained completeness of 27.5%, which means the ability of students in the low category, experienced an increase in Cycle I obtained student completeness by 67.5%, which means the ability of students in the high category and in cycle II students have increased mastery to 90%, which means the ability of students in the category is very high. While the activeness of students in learning using a combination of congklak method and GI method experienced an increase from the pre-action of passive students, increasing in Cycle I was shown by the percentage of student activeness of 73.8% which meant students were in the active category and in Cycle II student activity increased to 88.9%, which means students fall into the very active category. With the existence of this research, it is expected to be a material consideration for the Principal to make policies related to the importance of using varied learning methods and supported by relevant media to improve student learning achievement. For the teacher as a material consideration for always using learning media and for other researchers can develop both aspects of the media, other types of operations and learning models.
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