Pengaruh Permainan Seni Edukatif Domino Berbasis Problem Based Learning (PBL) dalam Meningkatkan Pemahaman Konsep Perkalian Siswa Kelas III SDN 1 Jalaksana
DOI:
https://doi.org/10.29303/goescienceed.v7i4.2881Keywords:
Domino Game, Problem Based Learning, Concept Understanding, Multiplication, Elementary SchoolAbstract
Students' mastery of basic mathematical concepts in elementary school is often constrained by one-way teaching methods and a lack of varied learning media. Initial observations at SDN 1 Jalaksana revealed a significant gap between students' rote memorization skills and their understanding of basic multiplication concepts. Although students could memorize multiplication facts, they struggled to grasp the underlying logic that multiplication is repeated addition, specifically failing to distinguish between "the number of groups" and "the quantity per group." As many as 15 out of 34 students (44.11%) fell into this conceptual misplacement. This research aims to examine the effect of Problem Based Learning (PBL)-based educational art domino games on improving the understanding of multiplication concepts among third-grade students at SDN 1 Jalaksana. The research method employed was quantitative, specifically a Quasi-Experimental design with a Nonequivalent Control Group Design. The sample consisted of 61 students, divided into an experimental class (30 students) and a control class (31 students). The research instrument was an essay test consisting of 20 items that had been tested for validity and reliability. The results of the data analysis using the Independent Samples T-Test showed a t_"count" value of 3.845 with a Sig. (2-tailed) value of 0.000 < 0.05, indicating a significant effect. The average posttest score of the experimental class surged to 77.15 (mastery category) with a classical mastery percentage of 66.67%, far outperforming the control class which only achieved 58.55 with 19.35% mastery. Furthermore, the N-Gain Score test revealed that the effectiveness of the experimental class reached 51.88% (moderately effective criteria), while the control class only reached 21.19% (ineffective). In conclusion, this study proves that the use of PBL-based domino games has a significant and effective impact, serving as an interactive learning tool that aligns with the concrete thinking characteristics of elementary school students.
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