<![CDATA[Abstrak: Konsentrasi merupakan faktor kognitif penting dalam pembelajaran matematika, namun siswa sekolah dasar mudah terdistraksi selama pembelajaran dan latihan soal. Penelitian ini bertujuan menguji pengaruh musik pengiring terhadap hasil belajar matematika siswa sekolah dasar, dengan performa tes sebagai indikator tidak langsung konsentrasi (tidak diukur dengan instrumen khusus). Penelitian menggunakan desain kuasi-eksperimen nonequivalent pretest-posttest control group dengan 60 siswa sebuah sekolah dasar di Pulau Bangka, terbagi menjadi kelas eksperimen (n = 30) yang belajar dengan musik pengiring sejak penyampaian materi hingga latihan soal, dan kelas kontrol (n = 30) yang belajar secara konvensional. Data dianalisis dengan uji Shapiro-Wilk, Levene, paired dan independent samples t-test, N-gain, serta ANCOVA. Kedua kelas setara pada pretest (t(58) = 0,71; p = 0,478). Rata-rata posttest kelas eksperimen (80,80) lebih tinggi secara signifikan daripada kelas kontrol (69,83), t(58) = 10,30; p < 0,001; d = 2,66. Rata-rata N-gain kelas eksperimen (0,58) juga lebih tinggi daripada kelas kontrol (0,34), t(39,90) = 21,06; p < 0,001, dan perbedaan tetap signifikan setelah pretest dikendalikan melalui ANCOVA, F(1, 57) = 3655,52; p < 0,001. Pembelajaran dengan musik pengiring diikuti oleh hasil belajar matematika yang lebih tinggi pada satu sekolah. Karena konsentrasi tidak diukur langsung dan setiap kondisi diwakili satu kelas, temuan ini bersifat awal dan perlu direplikasi. Abstract: Concentration is an important cognitive factor in learning mathematics, yet elementary school students are easily distracted during instruction and practice. This study examined the effect of background music on elementary school students’ mathematics learning outcomes, with test performance as an indirect indicator of concentration (not measured with a dedicated instrument). A quasi-experimental nonequivalent pretest-posttest control group design involved 60 students from an elementary school on Bangka Island: an experimental class (n = 30) that learned with background music from instruction through problem-solving practice, and a control class (n = 30) that learned conventionally. Data were analyzed using the Shapiro-Wilk test, Levene’s test, paired and independent samples t-tests, N-gain, and ANCOVA. Both classes were equivalent at pretest (t(58) = 0.71; p = 0.478). The experimental class’s mean posttest score (80.80) was significantly higher than the control class’s (69.83), t(58) = 10.30; p < 0.001; d = 2.66. The experimental class’s mean N-gain (0.58) also exceeded that of the control class (0.34), t(39.90) = 21.06; p < 0.001, and the difference remained significant after controlling for pretest scores through ANCOVA, F(1, 57) = 3655.52; p < 0.001. Learning with background music was followed by higher mathematics outcomes in this single school. Because concentration was not measured directly and each condition had one class, the findings are preliminary and need replication.]]>
