IMPLEMENTASI PEMBELAJARAN BERMAKNA DALAM MENINGKATKAN PEMAHAMAN KONSEPTUAL MATEMATIKA SISWA SEKOLAH DASAR
DOI:
https://doi.org/10.30659/jp-sa.6.3.575-586Keywords:
Pembelajaran bermakna, pemahaman konseptual, matematika, sekolah dasarAbstract
Penelitian ini bertujuan untuk menganalisis implementasi pembelajaran bermakna dalam meningkatkan pemahaman konseptual matematika siswa sekolah dasar. Penelitian menggunakan pendekatan mixed method dengan desain sequential explanatory, yang diawali dengan pengumpulan dan analisis data kuantitatif, kemudian dilanjutkan dengan data kualitatif. Subjek penelitian adalah 60 siswa sekolah dasar di Kabupaten Bima. Data kuantitatif diperoleh melalui tes pemahaman konseptual matematika dengan desain pretest dan posttest satu kelompok, sedangkan data kualitatif dikumpulkan melalui observasi pembelajaran dan wawancara. Analisis data kuantitatif dilakukan menggunakan analisis deskriptif dan uji t berpasangan, sedangkan data kualitatif dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan bahwa pembelajaran bermakna mampu meningkatkan pemahaman konseptual matematika siswa secara signifikan, ditunjukkan oleh peningkatan nilai rata-rata dari pretest ke posttest serta pergeseran kategori pemahaman siswa ke tingkat yang lebih tinggi. Temuan kualitatif menunjukkan bahwa pembelajaran bermakna mendorong keterlibatan aktif siswa, membantu siswa mengaitkan konsep matematika dengan pengalaman nyata, serta meningkatkan kemampuan siswa dalam menjelaskan konsep dengan bahasa sendiri. Dengan demikian, pembelajaran bermakna efektif dalam meningkatkan pemahaman konseptual matematika siswa sekolah dasar.
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