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All Journal Indonesian Journal of Educational Development (IJED)
Heri Siswanto
Universitas PGRI Semarang
Education

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Implementation of problem-based learning using domino cards to increase learning activity and achievement mathematics Heri Siswanto; Joko Sulianto; Ngatmini Ngatmini
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 2 (2026): August 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i2.7083

Abstract

Limited classroom participation and low mathematics achievement remain challenges in early elementary education. This study examined (1) the effect of Problem-Based Learning (PBL) using domino cards on mathematics learning activity, (2) its effect on mathematics achievement, and (3) its simultaneous effect on both outcomes. The population comprised 40 first-grade students at SDN 2 Plosorejo, Blora Regency, Indonesia. Using purposive sampling, 20 students participated in each group. A quantitative quasi-experimental method with a Nonequivalent Control Group Pretest–Posttest Design was employed. Learning activity was measured through classroom observation, while achievement was assessed using a 10-item mathematics test. Data were analyzed using descriptive statistics, MANOVA, and univariate analysis. The experimental group obtained higher mean scores for learning activity (M = 88.55) and achievement (M = 82.15) than the control group (M = 78.55 and M = 71.35). PBL using domino cards significantly affected learning activity, F(1, 38) = 103.289, p < .001, and achievement, F(1, 38) = 29.062, p < .001. The simultaneous effect was significant, F(2, 37) = 55.431, p < .001. These findings indicate that PBL using domino cards enhances participation and achievement. Teachers are recommended to integrate domino cards into PBL as a practical medium for early mathematics learning.
Co-Authors Joko Sulianto . . Ngatmini Ngatmini