Peningkatan Hasil Belajar Matematika Mengenal Arti Pecahan dan Urutannya melalui Model Tutor Sebaya Berbantuan Media Benda Konkret bagi Siswa SD Kelas III

Abstract

Elementary school mathematics learning starts from the students' real-life environment. All learning activities begin with presenting a concrete problem. The purpose of this study was to improve the quality of the process and learning outcomes of mathematics by recognizing the meaning of fractions and their sequences in third-grade students of State Elementary School of Landungsari 1, Dau District, Malang Regency through peer tutoring models assisted by concrete objects. This study uses a participatory classroom action research design. This research model uses a cyclical model from Kemmis & McTaggart, each cycle consists of 4 stages, namely: 1) Planning; 2) Action; 3) Observation; 4) Reflection. This research was carried out in 2 cycles, each cycle consisting of 4 stages. The increase in learning outcomes of the peer tutor model assisted by concrete objects is very significant. In the first cycle, mastery learning reached 65.2%, and in cycle II classical completeness reached 86.96% or as many as 20 students from 23 students reached the specified KKM, which was 70 for mathematics in class III. Student learning activity in pre-cycle is 61%, in cycle I is 82%, and in cycle II is 92% consecutively. The results of the research prove that the peer tutor assisted by concrete objects can increase the activity and learning outcomes of third-grade students at SD Negeri Landungsari 1, Dau District, Malang Regency