Pengembangan dan Uji Efektivitas Modul Ajar dan LKPD Materi KPK Berbasis Guided Discovery Learning dengan Media Papan Bilangan 1–100 pada Siswa Kelas V SD
Keywords:
Kelipatan Persekutuan Terkecil, guided discovery learning, papan bilangan 1–100, modul ajar, numerasi
Abstract
Rendahnya kemampuan numerasi pada materi KPK menunjukkan perlunya bahan ajar yang lebih bermakna. Penelitian ini bertujuan mengembangkan dan menguji efektivitas modul ajar dan LKPD KPK berbasis guided discovery learning dengan media papan bilangan 1–100 untuk siswa kelas V SD. Penelitian menggunakan metode R&D model 4D (Define, Design, Develop, Disseminate) di SDN 02 Koto Tuo dengan subjek 22 siswa. Data diperoleh melalui lembar validasi ahli dan tes hasil belajar (pretest–posttest) yang dianalisis secara deskriptif, uji normalitas Shapiro–Wilk, uji t berpasangan, dan N-Gain. Hasil validasi menunjukkan modul dan LKPD berada pada kategori valid–sangat valid. Nilai rata-rata belajar meningkat signifikan, N-Gain berada pada kategori sedang mendekati tinggi, dan sebagian besar siswa mencapai KKM. Dengan demikian, modul ajar dan LKPD berbasis guided discovery learning dengan media papan bilangan 1–100 dinyatakan layak dan cukup efektif sebagai alternatif bahan ajar numerasi pada Kurikulum Merdeka. Penelitian lanjutan disarankan melibatkan sampel lebih luas serta mengkaji kepraktisan secara kuantitatif.
References
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[17] Yurniwati, & Hanum, F. (2017). Improving mathematics achievement of Indonesian 5th graders through guided discovery learning. Journal on Mathematics Education, 8(1), 77–84. https://doi.org/10.22342/jme.8.1.3615.77-84
[2] Alim, J. A., Sari, I. K., Alpussari, M., Sulastio, A., Mulyani, E. A., Putra, R. A., & Hermita, N. (2020). Interactive multimedia development on LCM and GCF material. Journal of Physics: Conference Series, 1655(1), 012090. https://doi.org/10.1088/1742-6596/1655/1/012090
[3] Badan Standar Kurikulum dan Asesmen Pendidikan. (2022). Capaian Pembelajaran Sekolah Dasar (SD) Mata Pelajaran Matematika (Keputusan Kepala BSKAP Nomor 008/H/KR/2022). Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
[4] Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
[5] Hardhita, A. N., Untari, E., & Suciptaningsih, R. (2024). Analisis kemampuan numerasi siswa sekolah dasar berdasarkan hasil Asesmen Kompetensi Minimum. Jurnal Pendidikan Dasar Nusantara, 9(1), 1–12.
[6] Hake, R. R. (1998). Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
[7] Iswara, A., Setiawan, Y., & Purnamasari, R. (2022). Numeracy literacy skills of elementary school students in the era of society 5.0. Proceedings of the International Conference on Elementary Education, 4(1), 553–560.
[8] Kariman, T., Harisman, Y., Sovia, A., & Prahmana, R. C. I. (2019). The effectiveness of guided discovery-based module on students’ mathematical learning outcomes. Journal of Physics: Conference Series, 1155(1), 012063. https://doi.org/10.1088/1742-6596/1155/1/012063
[9] Kenedi, A. K., Helsa, Y., Ariani, Y., Zainil, M., & Hendri, S. (2019). Mathematical connection ability of elementary school students: An implementation of the Missouri Mathematics Project model. Journal on Mathematics Education, 10(1), 69–78. https://doi.org/10.22342/jme.10.1.5416.69-78
[10] Mahmud, M. R., Turmudi, T., Sopandi, W., & Pratiwi, I. M. (2023). Learning obstacles analysis of lowest common multiple and greatest common factor in primary school. Symmetry: Pasundan Journal of Research in Mathematics Learning and Education, 7(2), 171–180. https://doi.org/10.23969/symmetry.v7i2.6386
[11] Napitupulu, R. C., Alim, J. A., Hermita, N., & Ibrahim, B. (2021). Development of an RME-based hypothetical learning trajectory of least common multiple for elementary school students. Journal of Teaching and Learning in Elementary Education, 4(2), 123–132.
[12] Roy, G. M. (1978). LCM and GCF in the hundred chart. The Arithmetic Teacher, 25(6), 54–57.
[13] Spink, J., Clarke, M., & McGaw, B. (2022). Learning recovery in Indonesia: A rapid assessment of learning loss and the effectiveness of remedial programs (INOVASI Working Paper). INOVASI for Indonesian School Children.
[14] Sutarto, H., Syahputra, E., & Surya, E. (2021). Students’ errors in solving problems of least common multiple and greatest common divisor. Education Research International, 2021, 1–8. https://doi.org/10.1155/2021/5534568
[15] Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for training teachers of exceptional children: A sourcebook. Leadership Training Institute/Special Education, University of Minnesota.
[16] Triyani, T., Putri, R. I. I., & Darmawijoyo. (2012). Supporting fifth graders learning of KPK (LCM) concept using traditional game and string figure. Journal on Mathematics Education, 3(2), 141–156. https://doi.org/10.22342/jme.3.2.1932.141-156
[17] Yurniwati, & Hanum, F. (2017). Improving mathematics achievement of Indonesian 5th graders through guided discovery learning. Journal on Mathematics Education, 8(1), 77–84. https://doi.org/10.22342/jme.8.1.3615.77-84
Published
2025-12-26
How to Cite
Khairani, R., Syafri Ahmad, & Salmaini Salmaini. (2025). Pengembangan dan Uji Efektivitas Modul Ajar dan LKPD Materi KPK Berbasis Guided Discovery Learning dengan Media Papan Bilangan 1–100 pada Siswa Kelas V SD. Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 11(04), 460 - 471. https://doi.org/10.36989/didaktik.v11i04.9604
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Articles
