Melampaui Angka: Transformasi Pembelajaran Pecahan Melalui Latihan Terbimbing Berbasis Alat Peraga pada Siswa Kelas IV
Abstract
Materi pecahan seringkali menjadi sumber kesulitan peserta didik karena sifatnya yang abstrak dan rentannya miskonsepsi. Meskipun penggunaan alat peraga dan model latihan terbimbing lebih terbukti efektif secara terpisah dalam pembelajaran, integrasi keduanya secara sistematis dalam konteks pecahan masih terbatas. Penelitian ini bertujuan mengkaji hasil belajar pecahan peserta didik. Menggunakan pendekatan kuantitatif dengan desain kuasi eksperimen (Nonequvalent Control Group Desain), 40 peserta didik kelas V di Kabupaten Kuningan dibagi menjadi kelas eksperimen dan kelas kontrol. Data hasil belajar diperoleh melalui pre-test dan pos-test. Hasil analisis menunjukan peningkatan hasil belajar yang signifikan pada kelompok eksperimen dibandingkan dengan kelompok kontrol. Temuan ini membuktikan bahwa model terintegrasi secara efektif meningkatkan hasil belajar matematika materi pecahan. Kontribusi penelitian ini adalah mengisi kesenjangan literatur dan memberikan rekomendasi kuat untuk pengembangan strategi pembelajaran inovatif yang lebih efektif dan bermakna.
Fraction material is often a source of difficulty for students because of its abstract nature and susceptibility to misconceptions. Although the use of teaching aids and guided practice models has been proven to be more effective separately in learning, the systematic integration of both in the context of fractions is still limited. This study aims to examine students' learning outcomes in fractions. Using a quantitative approach with a quasi-experimental design (Nonequvalent Control Group Design), 60 fifth-grade students in Kuningan Regency were divided into experimental and control classes. Learning outcome data were obtained through pre-tests and post-tests. The results of the analysis showed a significant increase in learning outcomes in the experimental group compared to the control group. These findings prove that the integrated model effectively improves mathematics learning outcomes in fraction material. The contribution of this study is to fill the literature gap and provide strong recommendations for the development of more effective and meaningful innovative learning strategies.
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References
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Crossref
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Crossref
Ismail, S. A. S., Maat, S. M., & Khalid, F. (2024). 35 years of fraction learning: Integrating systematic review and bibliometric analysis on a global scale. Eurasia Journal of Mathematics, Science and Technology Education, 20(12), em2543. https://doi.org/10.29333/ejmste/15657
Crossref
John, Y. J., Joseph, S., & Sampson, A. (2014). Prospective teachers using guided math to differentiate mathematics instruction. International Journal of Research In Social Sciences, 4(1), 2307-227X.
Crossref
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Crossref
Jukić Matić, L., & Glasnović Gracin, D. (2021). How do teacher guides give support to mathematics teachers? Analysis of a teacher guide and exploration of its use in teachers' practices. Research in Mathematics Education, 23(1), 1-20. https://doi.org/10.1080/14794802.2019.1710554
Crossref
Karim, A., Soebagyo, J., & Edy Purwanto, S. (2021). Stochastic Block Model Reveals Maps of In Applied Mathematics Studies Using VOS Viewer. International Journal of Progressive Mathematics Education, 1(2), 127-142. https://doi.org/10.22236/ijopme.v1i2.6917
Crossref
Lee, V. S., Greene, D. B., Odom, J., Schechter, E., & Slatta, R. W. (2023). What is inquiry-guided learning?. In Teaching and learning through inquiry (pp. 3-16). Routledge. https://doi.org/10.4324/9781003447351
Crossref
Maffia, A., Manolino, C., & Miragliotta, E. (2025). There is more to algebra than meets the eye: the case of blindness. Educational Studies in Mathematics, 63-77. https://doi.org/10.1007/s10649-025-10394-0
Crossref
Mellone, M., Pacelli, T., & Liljedahl, P. (2021). Cultural transposition of a thinking classroom: to conceive possible unthoughts in mathematical problem solving activity. ZDM - Mathematics Education, 53(4), 785-798. https://doi.org/10.1007/s11858-021-01256-z
Crossref
Mudjisusatyo, Y., Darwin, D., & Kisno, K. (2024). Change management in Independent Campus program: application of the ADKAR model as a change management competency constructor. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2381892
Crossref
Muhaimin, L. & Juandi, D. (2023). The role of learning media in learning mathematics: a systematic literature review. Journal of Mathematics and Mathematics Education, 13(1), 85-107.
Nabilah, E., Azhar, E., Purwanto, S. E., & Nabilah, E. (2021). Kecemasan Siswa Dalam Menyelesaikan Masalah Modelling Matematika Pada Praktek Kelas Virtual. Internatioinal Journal of Progressive Mathematics Education, 1(1), 41-60. https://doi.org/10.22236/ijopme.v1i1.6595
Crossref
Nuraydin, S., Stricker, J., & Schneider, M. (2022). No transfer effect of a fraction number line game on fraction understanding or fraction arithmetic: A randomized controlled trial. Journal of Experimental Child Psychology, 217, 105353. https://doi.org/10.1016/j.jecp.2021.105353
Crossref
Pranata, E. (2016). Implementasi model pembelajaran group investigation (gi) berbantuan alat peraga untuk meningkatkan kemampuan pemahaman konsep matematika. JPMI (Jurnal Pendidikan Matematika Indonesia), 1(1), 34-38. https://doi.org/10.26737/jpmi.v1i1.80
Crossref
Pusparini, N. N. (2020). Penggunaan Model Pembelajaran Group Investigation Dengan Metode Latihan Terbimbing Untuk Meningkatkan Prestasi Belajar Matematika. Journal of Education Action Research, 4(2), 232-239. https://doi.org/10.23887/jear.v4i2.25018
Crossref
Qirom, M. S., & Juandi, D. (2023). A Systematic Literature Review on the Effect of Traditional Games in Mathematics Teaching and Learning (Scopus Database). JIIP-Jurnal Ilmiah Ilmu Pendidikan, 6(9), 7449-7457. https://doi.org/10.54371/jiip.v6i9.2034
Crossref
Quintos, B., Buli, T., Steflitsch, D., & Martin-Beltrán, M. (2025). Lesson study with caregivers as a resource for a culturally sustaining mathematics pedagogy for multilingual learners. Educational Studies in Mathematics, 0123456789. https://doi.org/10.1007/s10649-025-10407-y
Crossref
Ramadani, D. N., Pangestika, R. R., & Ratnaningsih, A. (2023). Penerapan Metode Tutor Sebaya Melalui Latihan Terbimbing Untuk Meningkatkan Hasil Belajar Pada Materi Bangun Datar Kelas IV SD N 1 Pucangagung. Jurnal Pendidikan Dasar, 4(1), 43-48.
Reinhold, F., Hoch, S., Werner, B., Richter-Gebert, J., & Reiss, K. (2020). Learning fractions with and without educational technology: What matters for high-achieving and low-achieving students?. Learning and Instruction, 65, 101264. https://doi.org/10.1016/j.learninstruc.2019.101264
Crossref
Sari, D. N., & Saragih, N. A. (2020). Meningkatkan Hasil Belajar Mahapeserta didik Pendidikan Matematika Dengan Menggunakan Metode Penemuan Terbimbing Berbasis Budaya. In Prosiding Seminar Nasional Hasil Penelitian (Vol. 3, No. 1, pp. 318-323).
Schindler, M., Simon, A. L., Baumanns, L., & Lilienthal, A. J. (2025). Eye-tracking research in mathematics and statistics education: recent developments and future trends. A systematic literature review. ZDM - Mathematics Education. https://doi.org/10.1007/s11858-025-01699-8
Crossref
Simamora, R. E., & Ramadhanta, S. A. (2024). Investigating the effects of Realistic Mathematics Education on mathematical creativity through a mixed-methods approach. Indonesian Journal of Science and Mathematics Education, 7(2), 337-360. https://doi.org/10.24042/ijsme.v7i2.21221
Crossref
Tamami, M., Santi, V. M., & Aziz, T. A. (2023). Pengembangan Buku Ajar Matematika dengan Pendekatan Contextual Teaching And Learning (CTL) pada Materi Statistika untuk Siswa Kelas XI SMK Bisnis dan Manajemen. International Journal of Progressive Mathematics Education, 3(1), 24-34. https://doi.org/10.22236/ijopme.v3i1.7620
Crossref
Toluk-Uçar, Z. (2009). Developing pre-service teachers understanding of fractions through problem posing. Teaching and Teacher Education, 25(1), 166-175. https://doi.org/10.1016/j.tate.2008.08.003
Crossref
Trigueros, M., & Martínez-Planell, R. (2010). Geometrical representations in the learning of two-variable functions. Educational Studies in Mathematics, 73(1), 3-19. https://doi.org/10.1007/s10649-009-9201-5
Crossref
Umi, N., Purna, R., Nugroho, B., Karsoni, & Dinata, B. (2021). Pengembangan Video Pembelajaran Berbasis Pemecahan Masalah Berbantuan Adobe Captivate Materi Matriks di Sekolah Kejuruan (SMK) 3 Kota Bumi. International Journal of Progressive Mathematics Education, 1(3), 234-255. https://doi.org/10.22236/ijopme.v1i3.7689
Unaenah, E., Suryadi, D., & Turmudi, T. (2024). Epistemological learning obstacles on fractions in elementary school. Jurnal Elemen, 10(1), 1-12. https://doi.org/10.29408/jel.v10i1.18306
Crossref
Vogt, F., Hauser, B., Stebler, R., Rechsteiner, K., & Urech, C. (2020). Learning through play-pedagogy and learning outcomes in early childhood mathematics. In Innovative approaches in early childhood mathematics (pp. 127-141). Routledge. https://doi.org/10.4324/9780429331244-10
Crossref
Ye, H., Liang, B., Ng, O. L., & Chai, C. S. (2023). Integration of computational thinking in K-12 mathematics education: A systematic review on CT-based mathematics instruction and student learning. International Journal of STEM Education, 10(1), 3. https://doi.org/10.1186/s40594-023-00396-w
Crossref
Zhang, Y., Yang, X., Sun, X., & Kaiser, G. (2023). The reciprocal relationship among Chinese senior secondary students' intrinsic and extrinsic motivation and cognitive engagement in learning mathematics: a three-wave longitudinal study. ZDM - Mathematics Education, 55(2), 399-412. https://doi.org/10.1007/s11858-022-01465-0
Crossref
Crossref
Ayu, D., Nonik, L., & Zuhrotun, I. (2021). Profil Kemampuan Komunikasi Matematis Tulis Siswa Kelas VII Pada Materi Bangun Datar Segi Empat Profil Kemampuan Komunikasi Matematis Tulis Siswa Kelas VII Pada Materi Bangun Datar Segi Empat. International Journal of Progressive Mathematics Education, 1(3), 218-233. https://doi.org/10.22236/ijopme.v1i3.7621
Crossref
Campbell, A., Craig, T., & Collier-Reed, B. (2020). A framework for using learning theories to inform 'growth mindset'activities. International Journal of Mathematical Education in Science and Technology, 51(1), 26-43. https://doi.org/10.1080/0020739X.2018.1562118
Crossref
Ciosek, M., & Samborska, M. (2016). A false belief about fractions-What is its source?. The Journal of Mathematical Behavior, 42, 20-32. https://doi.org/10.1016/j.jmathb.2016.02.001
Crossref
Clark, R. E., Kirschner, P. A., & Sweller, J. (2012). Putting students on the path to learning: The case for fully guided instruction. American Educator, 36(1), 6-11.
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). Pearson Education.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education (8th ed.). McGraw-Hill.
Geiger, V., Gal, I., & Graven, M. (2023). The connections between citizenship education and mathematics education. ZDM - Mathematics Education, 55(5), 923-940. https://doi.org/10.1007/s11858-023-01521-3
Crossref
Grenell, A., Butts, J. R., Levine, S. C., & Fyfe, E. R. (2024). Children's confidence on mathematical equivalence and fraction problems. Journal of Experimental Child Psychology, 246, 106003. https://doi.org/10.1016/j.jecp.2024.106003
Crossref
Ismail, S. A. S., Maat, S. M., & Khalid, F. (2024). 35 years of fraction learning: Integrating systematic review and bibliometric analysis on a global scale. Eurasia Journal of Mathematics, Science and Technology Education, 20(12), em2543. https://doi.org/10.29333/ejmste/15657
Crossref
John, Y. J., Joseph, S., & Sampson, A. (2014). Prospective teachers using guided math to differentiate mathematics instruction. International Journal of Research In Social Sciences, 4(1), 2307-227X.
Crossref
Jordan, N. C., Hansen, N., Fuchs, L. S., Siegler, R. S., Gersten, R., & Micklos, D. (2013). Developmental predictors of fraction concepts and procedures. Journal of Experimental Child Psychology, 116(1), 45-58. https://doi.org/10.1016/j.jecp.2013.02.001
Crossref
Jukić Matić, L., & Glasnović Gracin, D. (2021). How do teacher guides give support to mathematics teachers? Analysis of a teacher guide and exploration of its use in teachers' practices. Research in Mathematics Education, 23(1), 1-20. https://doi.org/10.1080/14794802.2019.1710554
Crossref
Karim, A., Soebagyo, J., & Edy Purwanto, S. (2021). Stochastic Block Model Reveals Maps of In Applied Mathematics Studies Using VOS Viewer. International Journal of Progressive Mathematics Education, 1(2), 127-142. https://doi.org/10.22236/ijopme.v1i2.6917
Crossref
Lee, V. S., Greene, D. B., Odom, J., Schechter, E., & Slatta, R. W. (2023). What is inquiry-guided learning?. In Teaching and learning through inquiry (pp. 3-16). Routledge. https://doi.org/10.4324/9781003447351
Crossref
Maffia, A., Manolino, C., & Miragliotta, E. (2025). There is more to algebra than meets the eye: the case of blindness. Educational Studies in Mathematics, 63-77. https://doi.org/10.1007/s10649-025-10394-0
Crossref
Mellone, M., Pacelli, T., & Liljedahl, P. (2021). Cultural transposition of a thinking classroom: to conceive possible unthoughts in mathematical problem solving activity. ZDM - Mathematics Education, 53(4), 785-798. https://doi.org/10.1007/s11858-021-01256-z
Crossref
Mudjisusatyo, Y., Darwin, D., & Kisno, K. (2024). Change management in Independent Campus program: application of the ADKAR model as a change management competency constructor. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2381892
Crossref
Muhaimin, L. & Juandi, D. (2023). The role of learning media in learning mathematics: a systematic literature review. Journal of Mathematics and Mathematics Education, 13(1), 85-107.
Nabilah, E., Azhar, E., Purwanto, S. E., & Nabilah, E. (2021). Kecemasan Siswa Dalam Menyelesaikan Masalah Modelling Matematika Pada Praktek Kelas Virtual. Internatioinal Journal of Progressive Mathematics Education, 1(1), 41-60. https://doi.org/10.22236/ijopme.v1i1.6595
Crossref
Nuraydin, S., Stricker, J., & Schneider, M. (2022). No transfer effect of a fraction number line game on fraction understanding or fraction arithmetic: A randomized controlled trial. Journal of Experimental Child Psychology, 217, 105353. https://doi.org/10.1016/j.jecp.2021.105353
Crossref
Pranata, E. (2016). Implementasi model pembelajaran group investigation (gi) berbantuan alat peraga untuk meningkatkan kemampuan pemahaman konsep matematika. JPMI (Jurnal Pendidikan Matematika Indonesia), 1(1), 34-38. https://doi.org/10.26737/jpmi.v1i1.80
Crossref
Pusparini, N. N. (2020). Penggunaan Model Pembelajaran Group Investigation Dengan Metode Latihan Terbimbing Untuk Meningkatkan Prestasi Belajar Matematika. Journal of Education Action Research, 4(2), 232-239. https://doi.org/10.23887/jear.v4i2.25018
Crossref
Qirom, M. S., & Juandi, D. (2023). A Systematic Literature Review on the Effect of Traditional Games in Mathematics Teaching and Learning (Scopus Database). JIIP-Jurnal Ilmiah Ilmu Pendidikan, 6(9), 7449-7457. https://doi.org/10.54371/jiip.v6i9.2034
Crossref
Quintos, B., Buli, T., Steflitsch, D., & Martin-Beltrán, M. (2025). Lesson study with caregivers as a resource for a culturally sustaining mathematics pedagogy for multilingual learners. Educational Studies in Mathematics, 0123456789. https://doi.org/10.1007/s10649-025-10407-y
Crossref
Ramadani, D. N., Pangestika, R. R., & Ratnaningsih, A. (2023). Penerapan Metode Tutor Sebaya Melalui Latihan Terbimbing Untuk Meningkatkan Hasil Belajar Pada Materi Bangun Datar Kelas IV SD N 1 Pucangagung. Jurnal Pendidikan Dasar, 4(1), 43-48.
Reinhold, F., Hoch, S., Werner, B., Richter-Gebert, J., & Reiss, K. (2020). Learning fractions with and without educational technology: What matters for high-achieving and low-achieving students?. Learning and Instruction, 65, 101264. https://doi.org/10.1016/j.learninstruc.2019.101264
Crossref
Sari, D. N., & Saragih, N. A. (2020). Meningkatkan Hasil Belajar Mahapeserta didik Pendidikan Matematika Dengan Menggunakan Metode Penemuan Terbimbing Berbasis Budaya. In Prosiding Seminar Nasional Hasil Penelitian (Vol. 3, No. 1, pp. 318-323).
Schindler, M., Simon, A. L., Baumanns, L., & Lilienthal, A. J. (2025). Eye-tracking research in mathematics and statistics education: recent developments and future trends. A systematic literature review. ZDM - Mathematics Education. https://doi.org/10.1007/s11858-025-01699-8
Crossref
Simamora, R. E., & Ramadhanta, S. A. (2024). Investigating the effects of Realistic Mathematics Education on mathematical creativity through a mixed-methods approach. Indonesian Journal of Science and Mathematics Education, 7(2), 337-360. https://doi.org/10.24042/ijsme.v7i2.21221
Crossref
Tamami, M., Santi, V. M., & Aziz, T. A. (2023). Pengembangan Buku Ajar Matematika dengan Pendekatan Contextual Teaching And Learning (CTL) pada Materi Statistika untuk Siswa Kelas XI SMK Bisnis dan Manajemen. International Journal of Progressive Mathematics Education, 3(1), 24-34. https://doi.org/10.22236/ijopme.v3i1.7620
Crossref
Toluk-Uçar, Z. (2009). Developing pre-service teachers understanding of fractions through problem posing. Teaching and Teacher Education, 25(1), 166-175. https://doi.org/10.1016/j.tate.2008.08.003
Crossref
Trigueros, M., & Martínez-Planell, R. (2010). Geometrical representations in the learning of two-variable functions. Educational Studies in Mathematics, 73(1), 3-19. https://doi.org/10.1007/s10649-009-9201-5
Crossref
Umi, N., Purna, R., Nugroho, B., Karsoni, & Dinata, B. (2021). Pengembangan Video Pembelajaran Berbasis Pemecahan Masalah Berbantuan Adobe Captivate Materi Matriks di Sekolah Kejuruan (SMK) 3 Kota Bumi. International Journal of Progressive Mathematics Education, 1(3), 234-255. https://doi.org/10.22236/ijopme.v1i3.7689
Unaenah, E., Suryadi, D., & Turmudi, T. (2024). Epistemological learning obstacles on fractions in elementary school. Jurnal Elemen, 10(1), 1-12. https://doi.org/10.29408/jel.v10i1.18306
Crossref
Vogt, F., Hauser, B., Stebler, R., Rechsteiner, K., & Urech, C. (2020). Learning through play-pedagogy and learning outcomes in early childhood mathematics. In Innovative approaches in early childhood mathematics (pp. 127-141). Routledge. https://doi.org/10.4324/9780429331244-10
Crossref
Ye, H., Liang, B., Ng, O. L., & Chai, C. S. (2023). Integration of computational thinking in K-12 mathematics education: A systematic review on CT-based mathematics instruction and student learning. International Journal of STEM Education, 10(1), 3. https://doi.org/10.1186/s40594-023-00396-w
Crossref
Zhang, Y., Yang, X., Sun, X., & Kaiser, G. (2023). The reciprocal relationship among Chinese senior secondary students' intrinsic and extrinsic motivation and cognitive engagement in learning mathematics: a three-wave longitudinal study. ZDM - Mathematics Education, 55(2), 399-412. https://doi.org/10.1007/s11858-022-01465-0
Crossref
Authors
Supriadi, E., Sessu , A., & Prihandhika, A. (2025). Melampaui Angka: Transformasi Pembelajaran Pecahan Melalui Latihan Terbimbing Berbasis Alat Peraga pada Siswa Kelas IV. International Journal of Progressive Mathematics Education, 5(1), 161–174. https://doi.org/10.22236/ijopme.v5i1.19384
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