Efektivitas Pembelajaran Berbasis Tori Situsi Didaktik Terhadap Pemahaman Konsep Bilangan Ganjil Genap Siswa Kelas 1 Sekolah Dasar
DOI:
https://doi.org/10.33578/Keywords:
theory of didactical situation, concepts, odd and even numbersAbstract
Mathematics plays an important role in developing logical, critical, and systematic thinking skills in students. However, in practice, mathematics learning in elementary schools still faces various obstacles, such as low conceptual understanding and motivation among students. This study aims to determine the effectiveness of applying the Didactic Situation Theory (TSD) on the understanding of odd and even numbers in first-grade students at SDN 105 Pekanbaru. The type of research used is an experiment with a One Group Pretest-Posttest Design, involving 20 students as research subjects. Data were collected through pretest and posttest tests, then analyzed quantitatively using normality tests, Wilcoxon Signed Rank Tests, and N-Gain. The results showed an increase in the average score from 64 on the pretest to 89 on the posttest with a significance value of 0.000 < 0.05, indicating a significant difference. The N-Gain analysis showed that 55% of students were in the high category, 30% in the medium category, and 15% in the low category. These results prove that the application of TSD helps students understand the concept of odd and even numbers through five stages of learning that involve active interaction between students, teachers, and the milieu. Thus, it can be concluded that learning based on Didactic Situation Theory is effective in improving elementary school students' understanding of the concept of odd and even numbers.
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
