Pengaruh Benda Konkret terhadap Hasil Belajar Siswa pada Materi Pengukuran Berat Benda Tidak Baku

Maulidy Putri; Paul Adynn Tanguan Gamayo

doi:10.26740/eds.v9n1.p48-57

Authors

Maulidy Putri Madrasah Idtidaiyah Teacher Education Study Program, Sunan Ampel Surabaya State Islamic University
Paul Adynn Tanguan Gamayo Bachelor of Secondary Education Major in Social Studies, Capiz State University

DOI:

https://doi.org/10.26740/eds.v9n1.p48-57

Keywords:

Learning Media, Concrete Objects, Learning Outcomes, Bruner Theory

Abstract

Many elementary school students have difficulty in understanding the concept of nonstandard weight measurement because learning is delivered abstractly and does not involve concrete experience. This has an impact on the low mathematics learning outcomes of students, especially in grade I SD. This study aims to analyze the effect of using concrete objects media with the help of Bruner's theory on student learning outcomes in nonstandard weight measurement material. The research method used was an experiment with a true experimental design, involving two groups: experimental (with concrete media) and control (conventional learning), each consisting of 5 randomly selected students. The results showed a significant increase in posttest results in the experimental group with an average score of 98.00 compared to the control group which only reached 78.00. Concrete media, such as clothes hangers, proved to help students understand the concept of weight through direct experience, in accordance with the cognitive stages of children according to Bruner's theory. The conclusion of this study is that the use of concrete media based on Bruner's theory is effective in improving students' understanding and learning outcomes in learning mathematics at elementary school.

References

Agrawal, J., & Morin, L. L. (2016). Evidence-based practices: Applications of concrete representational abstract framework across math concepts for students with mathematics disabilities. Learning Disabilities Research & Practice, 31(1), 34-44.

Annisa, M. N., Rifki, M., Taufiqurrochman, R., & Al Anshory, A. M. (2023). Learning Media Technology Based on Animated Video to Improve Students' Arabic Speaking Ability at Madrasah Ibtidaiyah Negeri 2 Gorontalo Regency. Sustainable Journal, 6(2), 378-388.

Byrne, E. M., Jensen, H., Thomsen, B. S., & Ramchandani, P. G. (2023). Educational interventions involving physical manipulatives for improving children's learning and development: A scoping review. Review of Education, 11(2), e3400.

Carbonneau, K. J., & Marley, S. C. (2015). Instructional guidance and realism of manipulatives influence preschool children's mathematics learning. The Journal of Experimental Education, 83(4), 495-513.

Celik, H. C., & Ozdemir, F. (2020). Mathematical thinking as a predictor of critical thinking dispositions of pre-service mathematics teachers. International Journal of Progressive Education, 16(4), 81-98.

Chase, K., & Abrahamson, D. (2018). Searching for buried treasure: uncovering discovery in discovery-based learning. Instructional Science, 46, 11-33.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied developmental science, 24(2), 97-140.

Dewanti, S. S. (2024). Problem-Based Learning with Manipulative Media: Enhancing Elementary Students' Conceptual Understanding in Area and Volume. Scientific Journal of Elementary School, 8(3), 487-499.

Falentina, A., Lesmana, E., Anggraeni, A. P., & Maharbid, D. A. (2024). Mathematics Learning in the Merdeka Curriculum on Time Measurement in Elementary Schools. Elementary Journal: Journal of Elementary School Teacher Education, 7(1), 1-16.

Febrianti, R., Hayat, M. S., & Wati, C. E. (2024). Improving understanding of mathematical concepts through Realistic Mathematic Education assisted by concrete media for grade 1 elementary school students. Journal of Professional Teacher Education, 2(2), 185-193.

Gan, B., Menkhoff, T., & Smith, R. (2015). Enhancing students' learning process through interactive digital media: New opportunities for collaborative learning. Computers in Human Behavior, 51, 652-663.

Irwan, I., Arnadi, A., & Aslan, A. (2024). Developing critical thinking skills of primary school students through independent curriculum learning. Indonesian Journal of Education (INJOE), 4(3), 788-803.

Jatisunda, M. G., Suciawati, V., & Nahdi, D. S. (2020). Discovery learning with scaffolding to promote mathematical creative thinking ability and self-efficacy. Al-Jabar: Journal of Mathematics Education, 11(2), 351-370.

Kallia, M., & Cutts, Q. (2023). Conceptual development in early-years computing education: a grounded cognition and action based conceptual framework. Computer Science Education, 33(4), 485-511.

Kim, M. K., & Cho, M. K. (2015). Design and implementation of integrated instruction of mathematics and science in Korea. EURASIA Journal of Mathematics, Science and Technology Education, 11(1), 3-15.

Kurniawati, I., Purwati, P., & Mardiana, T. (2021). The effect of outdoor learning method assisted by concrete objects media on math learning outcomes. Borobudur Educational Review, 1(1), 30-41.

Kusumadewi, R. F., Neolaka, A., & Yasin, M. (2020). Improving the ability of understanding mathematical concepts through digital-based comics for elementary school students. Al Ibtida: Journal of MI Teacher Education, 7(2), 280-294.

Maringanti, H. B., & Sahu, M. (2024). Cognitive Learning. In Digital Skill Development for Industry 4.0 (pp. 15-32). Auerbach Publications.

Nasution, M. P., Sormin, D., Lubis, J. N., Wahyuni, S., Siregar, A. K., & Mahir, A. (2024). Harnessing Loose Part Media for Cognitive Development: Evaluating Its Effects on Early Mathematics Play Activities in Early Childhood Education. Indonesian Journal on Learning and Advanced Education (IJOLAE), 254-268.

Nurlaily, V. A., Soegiyanto, H., & Usodo, B. (2019). Elementary School Teachers' Obstacles in the Implementation of Problem-Based Learning Model in Mathematics Learning. Journal on Mathematics Education, 10(2), 229-238.

Olivares, D., Lupiáñez, J. L., & Segovia, I. (2021). Roles and characteristics of problem solving in the mathematics curriculum: a review. International Journal of Mathematical Education in Science and Technology, 52(7), 1079-1096.

Ouzzine, A., Erguig, R., & Boudlal, A. (2022). Discovery-Based Teaching Methodology: A Framework for Quality Teaching and Learning. Journal of Applied Language and Culture Studies, 5, 9-27.

Peng, P., & Kievit, R. A. (2020). The development of academic achievement and cognitive abilities: A bidirectional perspective. Child development perspectives, 14(1), 15-20.

Puspitarini, Y. D., & Hanif, M. (2019). Using learning media to increase learning motivation in elementary school. Anatolian Journal of Education, 4(2), 53-60.

Quigley, M. T. (2021). Concrete Materials in Primary Classrooms: Teachers' Beliefs and Practices about How and Why They Are Used. Mathematics Teacher Education and Development, 23(2), 59-78.

Rannikmäe, M., Holbrook, J., & Soobard, R. (2020). Social Constructivism-Jerome Bruner. Science education in theory and practice: An introductory guide to learning theory, 259-275.

Reyes, J., Insorio, A. O., Ingreso, M. L. V., Hilario, F. F., & Gutierrez, C. R. (2019). Conception and application of contextualization in mathematics education. International Journal of Educational Studies in Mathematics, 6(1), 1-18.

Saputro, K. A., Sari, C. K., & Winarsi, S. W. (2021). Utilization of concrete props to improve motivation and learning outcomes in elementary school mathematics. Basicedu Journal, 5(4), 1735-1742.

Sarker, M. F. H., Al Mahmud, R., Islam, M. S., & Islam, M. K. (2019). Use of e-learning at higher educational institutions in Bangladesh: Opportunities and challenges. Journal of Applied Research in Higher Education, 11(2), 210-223.

Shoimah, R. N., Syafi'aturrosyidah, M., & Hadya, S. (2021). The use of concrete learning media to increase learning activities and understanding of fraction concepts in Mathematics subjects for third grade students of MI Ma'arif Nu Sukodadi-Lamongan. MIDA: Journal of Islamic Basic Education, 4(2), 1-18.

Sugiyono. (2019). Quantitative and Qualitative Research Methods and R&D. Bandung: ALFABETA.

Tjalla, A., Wahyuni, L. D., & Afriadi, B. (2023). Construction of Measurement Tools in Education. UNJ PRESS.

Türkay, S. (2016). The effects of whiteboard animations on retention and subjective experiences when learning advanced physics topics. Computers & Education, 98, 102-114.

Wibowo, S., & Firdaus, F. M. (2024). Implementation of Bruner's Theory to Improve the Concept Understanding of Numbers. Scientific Journal of Teacher Professional Education, 7(2), 306-319.

Wulandari, I., Alim, J. A., & Putra, M. J. A. (2022). Development of Video Animation of Length and Weight Measurement Materials for Grade II Elementary School Students. Journal of Obsession: Journal of Early Childhood Education, 6(6), 7078-7092.

Yildiz Durak, H. (2020). The effects of using different tools in programming teaching of secondary school students on engagement, computational thinking and reflective thinking skills for problem solving. Technology, Knowledge and Learning, 25(1), 179-195.

Żądło-Treder, J. (2021). Iconic and symbolic representation in early mathematics teaching. Edukacja Elementarna w Teorii i Praktyce, 16(3 (61)), 11-25.

Zahroh, L., Susanti, M., Widayati, T. U., Yulita, H., & Ariyani, A. (2024). Analysis of Problem Based Learning Learning Models at the Primary Education Level. Journal of Thematic Education in Primary Education, 9(2), 82-91.