THE EFFECTIVENESS OF MULTIPLICATION BOARD MEDIA ON THE ARITHMETIC ABILITY OF FOURTH GRADE STUDENTS
DOI:
https://doi.org/10.46368/kjpm.v6i2.4975Abstract
Abstrak: Penelitian ini menguji efektivitas media papan perkalian dalam meningkatkan kemampuan berhitung siswa kelas IV SD. Desain penelitian yang digunakan adalah pretest-posttest control group design dengan 74 siswa dari SD Gembala Baik II, yang terbagi menjadi kelas eksperimen (IVA) dan kelas kontrol (IVD). Kelas eksperimen menggunakan media papan perkalian, sedangkan kelas kontrol menggunakan pembelajaran konvensional. Skor N-Gain dihitung dan dianalisis menggunakan uji t Independen, dilanjutkan dengan ANCOVA sebagai analisis konfirmatori. Hasil penelitian menunjukkan bahwa kelas eksperimen memperoleh rata-rata N-Gain yang lebih tinggi (0,52, kategori sedang) dibandingkan kelas kontrol (0,23, kategori rendah), dengan t (72) = 9,84, p < 0,001, dan ukuran efek yang sangat besar (Cohen's d = 2,29). ANCOVA mengkonfirmasi adanya efek independen yang besar dari media setelah mengontrol skor pretest (F (1,71) = 42,56, p < 0,001, partial η² = 0,38). Penelitian ini menyimpulkan bahwa media papan perkalian terbukti lebih efektif dibandingkan metode konvensional dalam meningkatkan kemampuan berhitung siswa.
Kata Kunci: Keterampilan Berhitung, Pembelajaran Interaktif, Papan Perkalian.
Abstract : This study examines the effectiveness of multiplication board media in improving fourth-grade students' arithmetic skills. A pretest-posttest control group design was employed with 74 students from Gembala Baik II Elementary School, divided into experimental (IVA) and control (IVD) classes. The experimental class used multiplication board media, while the control class received conventional instruction. N-Gain scores were calculated and analyzed using an Independent Samples t-Test, followed by ANCOVA as a confirmatory analysis. The results showed that the experimental class achieved a significantly higher mean N-Gain (0.52, medium category) compared to the control class (0.23, low category), with t(72) = 9.84, p < 0.001, and a very large effect size (Cohen's d = 2.29). ANCOVA confirmed a large independent effect of the media after controlling for pretest scores (F(1,71) = 42.56, p < 0.001, partial η² = 0.38). The study concludes that multiplication board media is significantly more effective than conventional methods in improving arithmetic skills and should be integrated into elementary mathematics instruction.
Keywords: Counting Skills, Interactive Learning, Multiplication Board.
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