Volume 3, Number 5, March 2022 e-ISSN: 2797-6068 and p-ISSN: 2777-0915
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KEYWORDS Number cards, math, snakes
and ladders media ARTICLE INFO Accepted: February, 25 th 2022 Revised: Approved: |
ABSTRACT This study focuses on
the use of snakes and ladders media with the help of number cards in learning
mathematics for addition and subtraction. This study aims to improve activity
and learning outcomes in the addition and subtraction material for Class II
Girijoyo State Elementary School. The research method uses classroom action
research (CAR). The subjects of this research were 10 students of Class II
Girijoyo State Elementary School. The results of the pre-cycle research
showed that the percentage was 66.5%, the first cycle increased to 76.5%, and
the second cycle increased to 84%. This can be interpreted, that through the
observation of the activeness of the second grade students, the success
indicator has reached 90% and is categorized as active. In addition to the
results of observations, the tests that have been carried out have also
increased, from the percentage in the pretest 30% of students who completed
the KKM, in the posttest 1 in the first cycle, the percentage increased to
50% of the students who completed the KKM. In posttest 2 in cycle II the
percentage of students' completeness rose to 90%. Thus the achievement of the
resulting competence with a percentage of 90% of students categorized as
complete, exceeding the indicator of success with the achievement of class
competence reaching more than 75%. |
INTRODUCTION
According to (Suryadi, 2018) education is providing knowledge, culture, and values
to a generation that can develop so that it can be given to the
next generation. Education in learning activities is usually carried out in an
educational institution or better known as a school. School is a place of
learning where students are nurtured to become intelligent individuals and have
good personalities. Education should be implemented as early as possible
starting from the family environment so that children get sufficient provisions
to go to a higher level of education.
Elementary school is the longest level of
education to be completed, which is 6 years; students must go through it to go
to the next level. Elementary school education starts from the age of 7 years
to 13 years, the age of about 7 to 8 years, namely between grades 1 to grade 2
is the age of child reasoning development, where children's thoughts and
feelings begin to develop (Hajar, 2012). Education in elementary schools is considered very important
because it affects the development of education at the next level. This is
because education in elementary schools as a place for students to acquire
basic knowledge through every learning in the classroom.
According to (Isjoni, 2009) learning is basically an educator's effort to help students in
carrying out learning activities. Learning activities have a role as an
influencer on someone who learns to experience changes and aims to provide
better changes to each individual. Learning activities have several
interrelated components, namely educators, students, educational goals,
educational tools and the educational environment (Saat, 2015). Educators as transmitters of material and students as recipients
of material carry out learning activities; this allows communication
interactions between educators and students so that learning can run more
effectively. In Indonesia, learning has been structured systematically in an
educational institution. Educational institutions provide learning experiences
and knowledge to students through several subjects that must be mastered, one
of which is mathematics.
Students must master mathematics-learning materials;
however, mathematics is often considered a difficult
subject because students have to memorize certain formulas and symbols to
calculate numbers so that mathematics lessons are less attractive to students.
Learning mathematics is more about working on problems related to numbers and
the solution needs to use formulas, this is what is considered that mathematics
is a difficult and complicated learning. The cause of failure in learning
mathematics is that students do not understand mathematical concepts or
students misunderstand mathematical concepts (Novitasari, 2016). Teachers as supervisors in learning activities have an important
role in improving learning outcomes and implementing the learning process,
giving motivation to be more active in learning and providing conceptual
understanding of the material being taught.
Based on the results of observations made
in August 2021 in Class II SDN Girijoyo, obstacles
were found in the mathematics learning process, while these obstacles included
the lack of maximum activity and the value of student learning outcomes, this
was evidenced by student learning outcomes that did not meet the minimum
completeness criteria. The enthusiasm of students when learning took place was
fairly low, this was evidenced by the presence of students who joked, talked to
their friends and did not pay attention when the teacher delivered learning
material. Lack of interest in learning, this is evidenced by the presence of
students who are still silent when the teacher asks and offers questions about
the learning material. The teacher dominates the learning process activities
thus limiting the space for students to think critically. Submission of
material by teachers in learning activities still uses conventional methods in
the form of lectures and the use of limited media such as worksheets and
blackboards.
In accordance with the above problems, it
is necessary to have mathematics learning that involves students actively in
learning so that students' enthusiasm for learning increases. In addition,
there is a need for learning by using mathematics learning media so that
students' attention is focused on learning. Learning media is something that is
used as a distribution of messages from the sender to the recipient which can
influence students in such a way as to facilitate the learning process and
goals that need to be achieved (Sukiman & Pd, 2012). The suitability of learning media with learning materials has a
big effect on learning outcomes, because learning media have an important role
as a tool to facilitate learning material delivery. The role of learning media
as a distribution of messages from the sender of the message to the recipient
of the message and learning media will make it easier for students to
understand the material presented by the teacher (Tafonao, 2018). This is emphasized by (Baharun, 2016) that learning media serves as a tool to improve students'
understanding of learning materials, because learning media is one of the main
factors that influence learning success. Thus, the use of learning media is
needed to fulfill learning objectives. The use of learning media in the form of
snake and ladder game is the right media to increase student activity. Snakes
and ladders games are generally square, in which there are 100 smaller squares
and there are pictures of snakes and ladders. Snakes and ladders media is a
traditional game media that still exists to be played by children and with such
modifications it can be used as a learning medium (Baiquni, 2016). The game of snakes and ladders can be played by two or more
people, its use as a learning medium can create a pleasant atmosphere. In
addition, snakes and ladders as a learning medium can provide children with an
understanding of the importance of working together and acting in a sporting
manner (Widowati, 2014).
Based on the explanation of the background
above, researchers are interested in studying with the title "Application
of Snakes and Ladders Media Assisted by Number Cards to Improve Student
Activity and Learning Outcomes in Class II Mathematics Subjects".
METHOD RESEARCH����������������������������������
������� This research uses Classroom Action Research (CAR).
Classroom Action Research is a reflective research. Research activities that
start with the teacher in the learning process, then do how to solve problems
with real, measurable and planned actions (Suwandi, 2010:10). Classroom Action
Research in its procedure there are four stages, namely planning, implementation,
observation and reflection. The research model can be described as follows
(Arikunto 2015: 42).
Figure 1. Action
Research Cycle
This research was
conducted in the odd semester of the 2021/2022 academic year, namely from
August 2021. The subjects in this study were second grade students at SDN
Girijoyo, Kemiri District, Purworejo Regency, totaling 22 students, consisting
of 11 boys and 11 girls. Due to the pandemic conditions, schools do not carry
out direct learning processes with a complete number of students. So the
researchers used a sample of 10 students who had been adjusted in consultation
with the school and still adhered to the health protocol.
Classroom action
research was carried out in 2 stages of Cycle, namely Cycle I and Cycle II, but
prior to Cycle I, the pre-Cycle stage was first carried out to identify initial
abilities and deficiencies in the learning process. Each Cycle consists of
planning, action, observation, and reflection as follows: (1) Planning, this
stage prepares all the necessities needed in learning such as syllabus, lesson
plans, learning media, test questions, answer keys, and observation sheets, (2)
Action, at this stage is the implementation of learning which is carried out 2
times in each cycle with learning material for addition and subtraction in the
long and short way, (3) Observation, this stage records all information using
the prepared observation sheet and makes field notes. at each meeting, (4)
Reflection, at this stage the researcher evaluates the implementation of the
actions used to consider actions in the next cycle.
The steps for student
learning using the snake and ladder media with the help of number cards are as
follows: (1) the teacher explains the learning objectives using the snake and
ladder media with the help of number cards; (2) the teacher gives the material
to be studied; (3) the teacher adjusts the student's sitting position; (4) the
teacher explains the material using the snake and ladder learning media with
the help of number cards; (5) teachers condition students during learning
activities; (6) the teacher gives questions according to the material to
students to find out learning outcomes.
The data collection
techniques in this action research are: (1) active observation using
observation sheets to record all student activities during learning activities
by means of observation; (2) interviews or question and answer activities with
classroom teachers to explore information related to learning; (3) test
questions in the form of descriptions given to students in order to determine
the ability of understanding, knowledge, and memory when participating in
learning; (3) documentation in the form of lesson plans (RPP), syllabus, media,
photos and videos as evidence that action research has been carried out; (4)
Notes in the field are used to describe all learning activities that have taken
place.
Data analysis
techniques as a tool to measure student success after participating in learning
activities. Learning success is calculated using the appropriate formula from
the learning objectives. Learning activities in this action research were
measured on student learning activity and student learning outcomes using the
following formula:
Analysis of student
learning activities (Ningsih, Hidayat, &
Kusairi, 2018)
Analysis of the value
of learning outcomes (Widoyoko, 2014)
Description:
SA�������������������������������������������������������������� = Final score of the test taker
B ��������������������������������������������������������������� = Number of correct answers
Table 1. Conversion
of Activity Assessment Results and Student Learning Outcomes
|
Mastery Level |
Standard Score |
Category |
|
90% - 100% |
A |
Very
good |
|
80% - 89% |
B |
Well |
|
70% - 79% |
C |
Enough |
|
60% - 69% |
D |
Low |
|
0% - 59% |
E |
Very
low |
��������� This research is said to be successful if the indicators
of success are met, namely (1) the average percentage of student activity
scores reaches 80% and 80% or 8 of the number of students get good categories,
(2) the average percentage of student learning outcomes reaches ≥75% and
80% or 8 out of 10 students have met the minimum standard of completeness
criteria.����
RESULT AND DISCUSSION
Result
Student Learning Activities
Data on
the results of activity in learning mathematics with addition and subtraction
at the pre-cycle stage, cycle I and II can be seen in Table 2.
Table 2. Student
Activity Results
|
No |
Name |
Cycle |
||
|
Precycle |
Cycle I |
Cycle II |
||
|
1 |
Subject 1 |
75 |
80 |
85 |
|
2 |
Subject 2 |
80 |
85 |
95 |
|
3 |
Subject 3 |
60 |
75 |
80 |
|
4 |
Subject 4 |
55 |
70 |
75 |
|
5 |
Subject 5 |
60 |
70 |
80 |
|
6 |
Subject 6 |
60 |
75 |
80 |
|
7 |
Subject 7 |
80 |
85 |
90 |
|
8 |
Subject 8 |
70 |
80 |
90 |
|
9 |
Subject 9 |
65 |
75 |
85 |
|
10 |
Subject 10 |
60 |
70 |
80 |
|
Average |
66,5% |
76,5% |
84% |
|
|
Percentage of passing |
20% |
40% |
90% |
|
Based on
table 2 above, it is concluded that student activity has increased. At the
pre-cycle stage the average percentage reached 66.5% with the "low"
category, there were 2 students who had met the success indicators with a
completeness percentage of 20%, after the application of the snake ladder media
with the help of number cards in the first cycle the average percentage
achieved was 76.5% is categorized as "enough" there are 4 students
who have met the success indicators with a percentage of 40% and continued in
the second cycle the average percentage reached 84% with the "good"
category there were 9 students who met the success indicators with a percentage
of 90%. Because it has met the success indicator 80%, the cycle is stopped.
Student learning outcomes
Data on
student learning outcomes in mathematics learning with addition and subtraction
at the pre-cycle stage, cycle I and II can be seen in Table 3.
Table 3. Student Learning Outcomes
|
No |
Name |
Student learning
outcomes |
||
|
Precycle |
Cycle I |
Cycle II |
||
|
1 |
Subject 1 |
60 |
80 |
90 |
|
2 |
Subject 2 |
80 |
90 |
100 |
|
3 |
Subject 3 |
60 |
70 |
90 |
|
4 |
Subject 4 |
50 |
60 |
80 |
|
5 |
Subject 5 |
40 |
70 |
80 |
|
6 |
Subject 6 |
40 |
60 |
70 |
|
7 |
Subject 7 |
80 |
90 |
100 |
|
8 |
Subject 8 |
80 |
90 |
100 |
|
9 |
Subject 9 |
50 |
70 |
80 |
|
10 |
Subject 10 |
60 |
80 |
100 |
|
Average |
60% |
76% |
89% |
|
|
Percentage of
passing |
30% |
50% |
90% |
|
Based
on table 3 above, it is concluded that student learning outcomes have
increased. At the pre-cycle stage the average value of learning outcomes
reached 60% with the "low" category there were 3 students who had met
the success indicators with a percentage of completeness of 30%, after the
application of the snake and ladder media with the help of number cards in the
first cycle the average value of student learning outcomes reached 76% with the
"enough" category, there were 5 students who had met the success
indicators with a percentage of 50% and continued in the second cycle stage the
average value of learning outcomes reached 89% categorized as "good"
there were 9 students who met the success indicators with a percentage of 90%.
Because the success indicator has been met ≥80% so the cycle is not
continued.
Discussion
Figure 2. Student learning activities
Based
on the results obtained by applying the snake and ladder media with the help of
number cards, it shows that an increase in student learning activity in
mathematics learning in class II SD Negeri Girijoyo in cycle I shows the
average percentage of student activity is 76.5% with the "enough" category
and becomes 84% in the second cycle with the "good" category. The use
of snakes and ladders media with the help of number cards allows students to
learn actively and work together in groups to solve problems. This shows that
the use of tamgga snake media with the help of number cards can increase
student learning activities.
Student learning outcomes
Figure 3. Student learning
outcomes
Student learning outcomes in the first cycle stage reached an average
percentage of 76% in the "enough" category, and increased in the
second cycle stage with an average percentage of 89% in the "good"
category. Learning outcomes are an important part as evidence that learning has
met the objectives of learning. This proves that the use of snakes and ladders
media with the help of number cards can improve student learning outcomes.
Based on observations during the learning process the teacher's efforts
in conveying the material and conditioning the class can be carried out
properly. Learning has been carried out in accordance with the learning
objectives and obtained good results. Some notes that need to be considered in
this study include: there are still people who are embarrassed to ask and
convey something verbally, there are still those who pay less attention, and learning
outcomes are still below the minimum completeness criteria. The teacher's
efforts in this case are by giving gifts and appreciating each student's
questions and responses, giving motivation to be more active in learning, and
providing examples of questions from the easiest to the most difficult so that
students slowly understand the concept of the material. Another thing, the use
of snake and ladder learning media with the help of number cards can be applied
well and students are able to use it with teacher assistance. Action research
using snakes and ladders media with the help of number cards to increase
student activity and learning outcomes in cycle II has met the indicators of
success and taking into account the results of the action, the cycle is
stopped.
CONCLUSION
Data analysis results about learning
activities using snakes and ladders media assisted by number cards to increase
the activity and learning outcomes of second grade students at SD Negeri Girijoyo are as follows:
student learning activity has increased satisfactorily with a percentage of 84%
categorized as active and student learning outcomes have increased in the cycle
II with an average percentage of 89% is categorized as high.
Based on the research that has been
done, the snake and ladder learning media with the help of number cards is
expected to be able to provide support to teachers to use media in the teaching
and learning process. The snake and ladder media with the help of number cards
can help the learning process, especially in abstract subjects such as examples
of addition and subtraction mathematics. Snakes and ladders learning media can
be an alternative for teachers in providing conceptual understanding and making
learning more creative and innovative.
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Copyright holders:
��Irfan Rivai, Muflikhul
Khaq, Titi Anjarini (2022)
First publication right:
Devotion -
Journal of Community Service
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