THE INFLUENCE OF THE USE OF FOLDED PAPER DISPLAY MEDIA ON STUDENTS' UNDERSTANDING IN THE MATHEMATICS SUBJECT OF FRACTION MATERIAL IN CLASS V UPTD SDN 1 BUGEL PATROL DISTRICT INDRAMAYU DISTRICT

Abstract

Sanuri Dedi Sukarja, NIM 2021.01.02.0050. The Effect of Using Folded Paper Display Media on Students' Understanding of Mathematics Subjects, Fraction Material in Class V, UPTD SDN 1 Bugel, Patrol District, Indramayu Regency.

Understanding the concept of fractions is one of the materials that is often considered difficult by elementary school students. This difficulty can be caused by the lack of use of concrete and visual learning media. Teachers still tend to use lecture and whiteboard methods in teaching fraction material, so students have difficulty visualizing the concept.

This research aims to determine the effect of using folded paper display media on students' understanding of the mathematics subject of fractions in class V elementary school. The folded paper demonstration media was chosen because of its concrete and visual nature, so it is hoped that it can help students understand the concept of fractions better.

The research method used is a quantitative method with a quasi-experimental design. The research subjects were fifth grade students at an elementary school. The class will be divided into two groups, namely the experimental group which uses folded paper demonstration media and the control group which uses conventional learning methods. Pretest and posttest will be given to both groups to measure their understanding before and after treatment.

The research results showed that the statistical test results obtained a value of t_count = 1.532 > t_table = 1.98 and Ha was accepted, which shows that there is a significant influence from the use of folded paper display media in improving students' understanding and learning outcomes of fraction material. Quantitatively, the average test score for students' understanding of the concept of fractions increased by 25% after using this teaching media. This increase in understanding is caused by the concrete visualization provided by the display media as well as the active involvement of students in the activity of folding and opening paper, which is in line with cognitive development theory and discovery learning theory.