PENGGUNAAN MEDIA BENDA KONKRET BUAH APEL UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI PECAHAN KELAS V SDN JERUK 1 SURABAYA

Abstract

Abstrak :Berdasarkan hasil observasi dalam pembelajaran yang dilakukan oleh guru SDN Jeruk 1 Surabaya diperoleh gambaran kondisi lapangan yang kurang menggembirakan. Metode penelitian yang dilakukan oleh guru adalah deskriptif kuantitatif dengan memperhatikan langkah-langkah sebagai berikut : perencanaan, prosedur pelaksanaan tindakan, refleksi, penyiapan partisipan, penelitian ( Tindakan menggunakan siklus ).Dari hasil penelitian yang dilaksanakan 2 siklus, menunjukkan bahwa adanya peningkatan aktivitas guru sebesar 35,29% dimana siklus I hasil yang diperoleh sebesar 60,29% dan siklus II sebesar 95,58%. Aktivitas siswa juga mengalami peningkatan sebesar 13,31%, dimana siklus I hasil yang diperoleh sebesar 82,27% dan siklus II sebesar 95,58%. Serta hasil belajar siswa mengalami peningkatan sebesar 32,44%, dimana siklus I hasil yang diperoleh 62,16% dan siklus II sebesar 94,60%.             Kesimpulan dalam penelitian ini adalah : 1.) penerapan media benda konkret buah apel dalam pelajaran matematika dapat meningkatkan aktivitas guru dalam mengelola pembelajaran dan aktivitas siswa dalam mengikuti pembelajaran yang dilakukan oleh guru, 2.) peningkatan hasil belajar siswa dari siklus I sebesar 62,16% dan pada siklus II menjadi 94,60%.

Kata kunci : Kata kunci : media benda konkret dan bilangan pecahan

Abstract :Based on the observation results during learning that conducted by teachers of  SDN Jeruk 1 Surabaya it obtained descriptions of field condition which is unpleasant.Research method that applied by teacher is descriptive quantitative by pay attention in steps as follows : planning, implementation procedure,reflection, participant preparation, research (act through cycles). From the research result that conducted on two ctcles, it show that there are improvements on teacher activity as big as 35.29% whereas on first cycle the result that obtained as big as 60.29% and second cycle as big as 95.58. student activity also experienced improvement as big as 13.31% whereas on first cycle the result that obtained as big as 82.27% and second ones as big as 95.58%. and the studnet learning result experienced improvement as big as 32.44%, whereas on first cycle the result that obtained is 62.16% and the second ones is 94.60%. Conclusion in this research are : 1) the application of concrete media on math learning able to improve teacher activity in manage learning and student activity during following learning that conducted by teacher, 2) the improvement of student learning result on first cycle as big as 62.16% and on the second cycle become to 94.60%.

Keywords : concrete media and fraction number