Improvement of Fractional Material Mathematics Learning Outcomes Through A Problem Based Learning Model in Grade 4 Elementary School Students

Abstract

Based on the results of observations that have been made on grade 4 students of SD Negeri Tunggulsari II Surakarta shows that the low learning outcomes of fractional material mathematics are due to the lack of innovation in the learning model used. This study aims to improve the learning outcomes of fractional material mathematics through the Problem Based Learning learning model in grade 4 students. This type of research is Collaborative PTK with stages of planning, implementation, observation and reflection in each cycle. This study consists of pre-cycle, cycle I and cycle II. The subjects of the study were 4th grade students totaling 21 students. Data collection techniques use test and non-test techniques. The results showed that in the pre-cycle 43% (9 students) were completed, in the first cycle it increased to 67% (14 students) who were completed and in the second cycle it increased by 86% (18 students) who were completed. Based on the results of the study, it can be concluded that learning with the Problem Based Learning model can improve the learning outcomes of fractional material mathematics. 

Berdasarkan hasil observasi yang telah dilakukan pada siswa kelas 4 SD Negeri Tunggulsari II Surakarta menunjukkan bahwa rendahnya hasil belajar matematika materi pecahan karena kurangnya inovasi model pembelajaran yang digunakan. Penelitian ini bertujuan untuk meningkatkan hasil belajar matematika materi pecahan melalui model pembelajaran Problem Based Learning pada siswa kelas 4. Jenis  penelitian ini adalah PTK Kolaboratif dengan tahapan perencanaan, pelaksanaan, pengamatan dan refleksi pada setiap siklusnya. Penelitian ini terdiri dari pra siklus, siklus I dan siklus II. Subjek penelitian adalah siswa kelas 4 yang berjumlah 21 siswa. Teknik pengumpulan data menggunakan teknik tes dan non tes. Hasil penelitian menunjukkan bahwa pada pra siklus 43% (9 siswa)  yang  tuntas,  pada  siklus  I meningkat  menjadi  67%  (14 siswa) yang  tuntas dan  pada  siklus  II  meningkat 86% (18 siswa) yang tuntas. Berdasarkan hasil penelitian dapat disimpulkan bahwa pembelajaran dengan  model Problem Based Learning dapat  meningkatkan hasil  belajar matematika materi pecahan.