PENGEMBANGAN MEDIA PAPAN PINTAR PERKALIAN DAN PEMBAGIAN BERBASIS LITERASI NUMERASI KELAS III DI SDN SUKO 2 SIDOARJO

Rendahnya kemampuan penjumlahan dan pengurangan yang dimiliki peserta didik seringkali menjadi hambatan dalam proses pembelajaran. Maka diperlukan sebuah media yang dapat digunakan untuk meningkatkan kemampuan peserta didik yaitu media Papan Paparasi. Media Papan Paparasi ini terdiri dari papan, kartu soal, kartu jawaban dan kartu petunjuk penggunaan dengan berbagai ilustrasi materi perkalian dan pembagian. Penelitian ini bertujuan untuk mengetahui proses pengembangan, kevalidan, respon guru dan respon peserta didik dari media Papan Paparasi. Proses pengembangan ini menggunakan model pengembangan ADDIE oleh Risal dan Hakim (2020) dengan lima tahapan yaitu Analyze, Design, Development, Implementation dan Evaluation. Penelitian dilaksanakan di SDN Suko 2 pada kelas III dengan jumlah 25 peserta didik. Kevalidan media Papan Paparasi diperoleh skor persentase 95% dari ahli materi dan 94% dari ahli media, keduanya mendapat kategori sangat valid. Respon guru terhadap media Papan Paparasi diperoleh skor persentase sebesar 100% dan respon peserta didik sebesar 98%, keduanya mendapatkan kategori sangat baik. Berdasarkan hasil data yang telah diperoleh, maka dapat disimpulkan bahwa media Papan Paparasi memiliki nilai kevalidan, respon guru dan peserta didik, sehingga layak digunakan dalam pembelajaran Matematika materi perkalian dan pembagian.
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The low addition and subtraction abilities of students are often an obstacle in the learning process. Therefore, a media is needed that can be used to improve students' abilities, namely the Presentation Board media. This Presentation Board media consists of a board, question cards, answer cards and instruction cards with various illustrations of multiplication and division materials. This study aims to determine the development process, validity, teacher responses and student responses from the Presentation Board media. This development process uses the ADDIE development model by Risal and Hakim (2020) with five stages, namely Analyze, Design, Development, Implementation and Evaluation. The research was conducted at SDN Suko 2 in class III with 25 students. The validity of the Presentation Board media obtained a percentage score of 95% from material experts and 94% from media experts, both of which received a very valid category. The teacher's response to the Presentation Board media obtained a percentage score of 100% and the student's response was 98%, both of which received a very good category. Based on the data results that have been obtained, it can be concluded that the Display Board media has validity values, teacher and student responses, so it is suitable for use in learning Mathematics on multiplication and division materials.