Efektivitas Model Pembelajaran Student Teams Achievement Division (STAD) Berbantuan Pop-Up Book Berbasis Kearifan Lokal terhadap Pemahaman Konsep Bangun Datar Kelas V Sekolah Dasar
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Rendahnya pemahaman konsep matematika siswa sekolah dasar, khususnya pada materi bangun datar, masih menjadi kendala utama dalam pembelajaran. Pemahaman konsep yang abstrak memerlukan model dan media yang dapat membantu siswa memahami secara konkret dan bermakna. Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran Student Teams Achievement Division (STAD) berbantuan Pop‑Up Book berbasis kearifan lokal terhadap pemahaman konsep bangun datar siswa kelas V di SDN 11 Cakranegara. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis quasi experimental research dan desain Nonequivalent Control Group Design. Sampel penelitian berjumlah 57 siswa, yang terdiri atas 26 siswa kelas eksperimen dan 31 siswa kelas kontrol. Instrumen penelitian berupa tes pemahaman konsep yang diberikan sebelum dan sesudah perlakuan. Teknik analisis data menggunakan uji normalitas Kolmogorov‑Smirnov, uji homogenitas, Independent Sample t‑Test, dan N‑Gain. Hasil uji hipotesis menunjukkan nilai t hitung = –3,516 dengan df = 55 dan signifikansi < 0,001 (< 0,05), sehingga terdapat perbedaan yang signifikan antara pemahaman konsep siswa pada kelas eksperimen dan kelas kontrol. Selain itu, hasil uji N‑Gain pada kelas eksperimen memperoleh nilai rata‑rata 0,61 yang termasuk dalam kategori sedang. Dengan demikian, model pembelajaran STAD berbantuan Pop‑Up Book berbasis kearifan lokal efektif dalam meningkatkan pemahaman konsep bangun datar siswa.
The Effectiveness of the Student Teams Achievement Division (STAD) Learning Model Assisted by Local Wisdom-Based Pop-Up Books on the Understanding of 2D Shape Concepts among Fifth-Grade Elementary School Students
Abstract
Students' understanding of mathematical concepts regarding 2D shapes remains a challenge in elementary school education; therefore, instructional models and media that facilitate a concrete and meaningful grasp of these concepts are needed. This study aimed to determine the effectiveness of the STAD learning model, supported by local wisdom‑based pop‑up books, on the 2D shape concept understanding of fifth‑grade students at SDN 11 Cakranegara. A quantitative approach was employed using a quasi‑experimental design—specifically, the Nonequivalent Control Group Design. The study sample consisted of 57 students, divided into an experimental group (26 students) and a control group (31 students). Data were collected via concept understanding tests administered before and after the intervention and analyzed using the Kolmogorov‑Smirnov normality test, homogeneity test, Independent Sample t‑Test, and N‑Gain analysis. The results showed an average post‑test score of 84.46 for the experimental group and 78.32 for the control group. Statistical analysis revealed a t‑value of –3.516 with df = 55 and a significance value of < 0.001 (less than the 0.05 threshold), indicating a significant difference in concept understanding between the experimental and control groups. The N‑Gain score for the experimental group was 0.61, falling into the "medium" category. Thus, the STAD learning model supported by local wisdom‑based pop‑up books is effective in enhancing students' understanding of 2D shape concepts.
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