Pengaruh Model Pembelajaran MMP (Missouri Mathematics Project) Berbantuan Media Papan Nilai Tempat terhadap Pemahaman Konsep Matematika Kelas 3 di Sekolah Dasar
DOI:
https://doi.org/10.31004/anthor.v5i5.1458Keywords:
Missouri Mathematics Project, Papan Nilai Tempat, Pemahaman Konsep Matematika, Pembelajaran Matematika, Sekolah DasarAbstract
Pemahaman konsep nilai tempat merupakan dasar pembelajaran bilangan yang perlu diperkuat sejak sekolah dasar. Penelitian ini bertujuan menganalisis perbedaan pemahaman konsep matematika antara peserta didik yang mengikuti Missouri Mathematics Project (MMP) berbantuan papan nilai tempat dan Think Pair Share (TPS) berbantuan kartu bilangan. Penelitian menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen dan nonequivalent control group design di SD Negeri 2 Sawah Brebes, Bandar Lampung. Sampel dipilih melalui cluster sampling, melibatkan 45 peserta didik kelas III, terdiri atas 23 siswa kelas 3D sebagai kelompok eksperimen dan 22 siswa kelas 3A sebagai kelompok kontrol. Data dikumpulkan menggunakan tes pilihan ganda yang terdiri atas 11 butir pretest dan 16 butir posttest. Analisis mencakup statistik deskriptif, Shapiro–Wilk, Levene, N-Gain, dan independent samples t-test. Rata-rata skor kelompok eksperimen meningkat dari 59 menjadi 79, sedangkan kelompok kontrol meningkat dari 52 menjadi 71. Rata-rata N-Gain masing-masing sebesar 46,33 dan 31,93, keduanya berkategori sedang. Perbedaan skor posttest signifikan dengan t sebesar −3,282, derajat kebebasan 43, dan p sebesar 0,002. Temuan menunjukkan capaian akhir kelompok eksperimen lebih tinggi, sementara keunggulan N-Gain bersifat deskriptif. MMP berbantuan papan nilai tempat dapat dipertimbangkan sebagai alternatif pembelajaran bilangan cacah. Pembelajaran perlu mengintegrasikan representasi bilangan dengan latihan terbimbing. Interpretasi pengaruh perlakuan tetap dibatasi oleh perbedaan kemampuan awal dan belum ditunjukkannya kesetaraan kedua instrumen tes.
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