Meningkatkan Hasil Belajar Matematika Kelas IV Sekolah Dasar melalui Pendekatan TARL - Nurhayati, Nurhayati; Amin, Siti Maghfirotun; Muawanah, Muawanah; Handayani, Sri; Indrati, Joeli (Juwara: Jurnal Wawasan dan Aksara, 2024)
ABSTRAK Penelitian yangdilakukan peneliti yakni penelitian tindakan kelas (PTK) guna mengetahui hasil belajar matematika kelas IV-C SDN Margorejo VI/524 Surabaya menggunakan pendekatan TaRL. Penelitian ini melibatkan 24 anak didik kelas IV-C SDN Margorejo VI/524 Surabaya. Teknik pengumpulan data yakni observasi serta tes, tes dilaksanakan 3 kali yakni di saat prasklus, siklus 1, serta siklus 2. Pengaplikasian pendekatan TaRL di mata pelajaran matematika kelas IV-C SDN Margorejo VI Surabaya dapat dikatakan berhasil. Hal ini dilandaskan pada hasil pengamatan aktivitas pendidik di siklus 1 yakni 73% kemudian berubah menjadi 89% di siklus 2. Lalu hasil pengamatan peserta didik pada siklus 1 mencapai 73% naik secara signitikan di siklus 2 menjadi 90%. Selain itu terjadi kenaikan pada hasil belajar siswa kelas IV-C, dapat dibuktikan dengan presentasenya dari prasiklus 24% meningkat setelah dilakukan tindakan di siklus 1 menjadi 71% kemudian meningkat kembali di siklus 2 menjadi 87,5%. ABSTRACT The research carried out by researchers, namely classroom action research (PTK), aims to determine the improvement in mathematics learning outcomes for class IV-C at SDN Margorejo VI/524 Surabaya using the TaRL approach. This research involved 24 fourth grade students at SDN Margorejo VI Surabaya. The data collection techniques are observation and tests. The tests were carried out 3 times, namely during pre-sklus, cycle 1, and cycle 2. The application of the TaRL approach in mathematics subjects for class IV-C at SDN Margorejo VI Surabaya can be said to be successful. This is based on the results of observations of educators' activities in cycle 1, namely 73%, which then changed to 89% in cycle 2. Then the results of student observations in cycle 1 reached 73%, increasing significantly in cycle 2 to 90%. Apart from that, there was an increase in the learning outcomes of class IV-C students, which can be proven by the percentage from pre-cycle 24% increasing after action was taken in cycle 1 to 71% then increasing again in cycle 2 to 87.5%.