Peningkatan Kemampuan Pemahaman Konsep Matematika melalui Pendekatan Kontekstual pada Siswa Kelas V MIN 2 Kota Pariaman
Keywords:
classroom action research; conceptual understanding; contextual teaching and learning; Kurikulum Merdeka; elementary mathematicsAbstract
Difficulty in grasping mathematical concepts among primary school students reduces their problem-solving ability and learning motivation. This study addresses conceptual understanding in Grade V students at MIN 2 Kota Pariaman. The study aimed to improve students' conceptual understanding of mathematics through the implementation of a contextual teaching and learning (CTL) approach. This Classroom Action Research (CAR) employed a two-cycle design involving planning, action, observation, and reflection. Participants were 18 Grade V students. Instruments included pre-test and post-tests, observation checklists, and interview guides. Quantitative data were analyzed descriptively (means, percentages), and qualitative data were analyzed thematically. The average pre-test score was 64.72; after Cycle I, the mean rose to 75.55; after Cycle II, the mean reached 85.28. The percentage of students who met the Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) established for the targeted increased markedly across cycles. Observations and interviews revealed increased student engagement, collaborative problem solving, and better ability to relate mathematical concepts to real-life contexts.
References
Arikunto, S. (2019). Prosedur Penelitian: Suatu Pendekatan Praktik. Rineka Cipta.
Affrida, E. N. (2017). Strategi Ibu dengan Peran Ganda dalam Membentuk Kemandirian Anak Usia Pra Sekolah. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 1(2), 114. https://doi.org/10.31004/obsesi.v1i2.24
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Pearson.
Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching with understanding. In D. A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 65–97). Macmillan.
Johnson, E. B. (2002). Contextual Teaching and Learning: What It Is and Why It’s Here to Stay. Corwin Press.
Kemmis, S., & McTaggart, R. (1988). The Action Research Planner. Deakin University.
McNiff, J. (2002). Action Research: Principles and Practice. Routledge.
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis. Sage.
NCTM. (2000). Principles and Standards for School Mathematics. National Council of Teachers of Mathematics.
Rahmawati, A. (2021). Efektivitas pendekatan kontekstual dalam meningkatkan hasil belajar matematika di sekolah dasar. Jurnal Ilmu Pendidikan, 17(1), 45–56.
Ramdani, R. (2022). Peningkatan pemahaman konsep pengukuran melalui pendekatan kontekstual. Jurnal Cendekia Pendidikan Matematika, 6(3), 321–333.
Riebel, G. (1978). Karya tulis ilmiah dan teknis penulisan. Pendidikan Press.
Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. In D. A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 334–370). Macmillan.
Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics, 14(1), 19–28.
Sudjana, N. (2017). Penilaian Hasil Proses Belajar Mengajar. Remaja Rosdakarya.
Yuliani, D. (2023). Penerapan problem posing untuk meningkatkan pemahaman konsep pecahan siswa SD. Jurnal Pendidikan Dasar, 14(2), 123–135.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Fitriatul Husna
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Ciptaan disebarluaskan di bawah a Creative Commons Attribution-ShareAlike 4.0 International License
