PENGEMBANGAN MEDIA KOPER PECAHAN BULAT MATERI PECAHAN PADA PESERTA DIDIK KELAS IV SDN MASANGAN WETAN

Penelitian ini bertujuan untuk mengembangkan media pembelajaran konkret Koper Pecahan Bulat materi Pecahan mata pelajaran Matematika. Penelitian ini dilatar belakangi berdasarkan hasil wawancara, memperoleh informasi bahwa
selama pembelajaran matematika materi pecahan, guru tidak menggunakan media pembelajaran selama pembelajaran pecahan hanya menggunakan papan tulis; sebagian besar peserta didik kelas IV-A belum memahami materi pecahan. Berdasarkan informasi tersebut peneliti mengembangkan media Koper Pecahan Bulat guna memberikan pemahaman materi pecahan pada peserta didik. Penelitian dilaksanakan di SDN Masangan Wetan. Penelitian ini menggunakan model pengembangan ADDIE. Pada tahap pertama, menganalisis kebutuhan peserta didik
dan kurikulum; tahap kedua, merancang media koper pecahan sesuai dengan materi; tahap ketiga, pengembangan media koper pecahan dengan melakukan validasi media dan materi; tahap keempat, implementasi pada peserta didik dan melalui angket respon guru dan peserta didik; tahap kelima, evaluasi dengan revisi media dan materi oleh validator dan tes peserta didik. Teknik pengumpulan data yang dilakukan adalah Wawancara, Angket, dan Tes. Subjek penelitian yakni peserta didik kelas IV-A SDN Masangan Wetan. Hasil penelitian ini, Angket Validasi Ahli Media memperoleh Persentase 80% termasuk kedalam Kategori "Layak", Angket Validasi Ahli Materi memperoleh 92% termasuk kedalam kategori "Sangat Layak", Angket Respon Guru memperoleh Persentase 100% termasuk kedalam kategori "Sangat Praktis", Angket Respon Peserta Didik memperoleh Persentase 95% termasuk kedalam kategori "Sangat Praktis", sedangkan Ketuntasan Hasil Belajar Peserta Didik memperoleh Persentase 90% termasuk kedalam kategori "Tinggi" dalam membantu pemahaman materi pecahan pada peserta didik. Disimpulkan media Koper Pecahan Bulat dikategorikan Layak, Praktis, dan Efektif diterapkan pada pembelajaran Matematika materi pecahan pembilang satu dan pecahan senilai.
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This study aims to develop concrete learning media of Round Fraction Suitcase in Fraction material of Mathematics subject. This research is based on the background based on the results of interview, obtaining information that during
learning math fraction material, the teacher does not use learning media during learning fractions only using the blackboard; most students in class IV-A do not understand fraction material. Based on this information, the researcher developed the Round Fraction Suitcase media to provide an understanding of fraction material to students. The research was conducted at SDN Masangan Wetan. This research uses the ADDIE development model. In the first stage, analyzing the needs of students and curriculum; second stage, designing fraction suitcase media in accordance with the material; third stage, development of fraction suitcase media by validating media and materials; fourth stage, implementation on students and through teacher and student response questionnaires; fifth stage, evaluation with media and material revisions by validators and student tests. The data collection techniques used were interviews, questionnaires, and tests. The research subjects were students of class IV-A SDN Masangan Wetan. The results of this study, the Media Expert Validation Questionnaire obtained a percentage of 80% including the "Eligible" category, the Material Expert Validation Questionnaire obtained 92% including the "Very Eligible" category, the Teacher Response Questionnaire obtained a percentage of 100% including the "Very Practical" category, the Learner Response Questionnaire obtained a percentage of 95% including the "Very Practical" category, while the Completeness of Learner Learning Outcomes obtained a percentage of 90% including the "High" category in helping students understand fraction material. It is concluded that the Spherical Fraction Suitcase media is categorized as Feasible, Practical, and Effective applied to learning
Mathematics material for numerator fractions and fractions worth.