<![CDATA[Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar matematika peserta didik kelas IV SDN 116 Mataram pada materi operasi hitung bilangan cacah. Penelitian bertujuan mengetahui pengaruh model pembelajaran inkuiri terbimbing berbantuan media monopoli terhadap hasil belajar matematika. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi experiment berbentuk Nonequivalent Control Group Design. Populasi sekaligus sampel berjumlah 47 peserta didik, terdiri atas 23 peserta didik kelas IV B sebagai kelas eksperimen dan 24 peserta didik kelas IV A sebagai kelas kontrol dengan teknik sampling jenuh. Instrumen penelitian berupa tes pilihan ganda 15 butir yang diuji validitas dan reliabilitasnya. Hasil uji validitas menunjukkan seluruh butir valid dengan r-hitung 0,505–0,832 lebih besar daripada r-tabel 0,349, sedangkan reliabilitas instrumen menunjukkan Cronbach's Alpha sebesar 0,800. Data dianalisis menggunakan statistik deskriptif, uji Shapiro-Wilk, uji Levene, independent samples t-test, dan effect size Cohen's d. Rata-rata pre-test kelas eksperimen sebesar 47,30 meningkat menjadi 80,30 pada post-test, sedangkan kelas kontrol berubah dari 57,29 menjadi 58,38. Data berdistribusi normal dan homogen. Uji independent samples t-test menunjukkan t = 3,107, df = 45, dan Sig. (2-tailed) = 0,003 < 0,05. Effect size Cohen's d sebesar 1,903. Hasil tersebut menunjukkan adanya perbedaan hasil belajar yang signifikan antara kedua kelompok setelah perlakuan, dengan hasil belajar kelompok eksperimen lebih tinggi daripada kelompok kontrol. The Effect of Guided Inquiry Assisted by Monopoly Media on Mathematics Learning Outcomes of IV Grade Students at SDN 116 Mataram Abstract This study was motivated by the low mathematics learning outcomes of fourth-grade students at SDN 116 Mataram in the topic of whole-number arithmetic operations. The study aimed to determine the effect of a guided inquiry learning model assisted by Monopoly media on students’ mathematics learning outcomes. A quantitative approach was employed using a quasi-experimental design with a Nonequivalent Control Group Design. The population, which also served as the sample, consisted of 47 students, including 23 students from Class IV B as the experimental group and 24 students from Class IV A as the control group, selected using a saturated sampling technique. The research instrument consisted of 15 multiple-choice items that were tested for validity and reliability. The validity test showed that all items were valid, with r-count values ranging from 0.505 to 0.832, exceeding the r-table value of 0.349, while the instrument reliability test yielded a Cronbach’s Alpha coefficient of 0.800. The data were analyzed using descriptive statistics, the Shapiro–Wilk test, Levene’s test, an independent-samples t-test, and Cohen’s d effect size. The experimental group’s mean pre-test score increased from 47.30 to 80.30 on the post-test, whereas the control group’s mean score changed from 57.29 to 58.38. The data were normally distributed and homogeneous. The independent-samples t-test yielded t = 3.107, df = 45, and Sig. (2-tailed) = 0.003 < 0.05. Cohen’s d effect size was 1.903. These findings indicate a statistically significant difference in learning outcomes between the two groups following the intervention, with the experimental group achieving higher learning outcomes than the control group.]]>
