IMPLEMENTASI PROBLEM BASED LEARNING BERBANTUAN BASE TEN BLOCKS DALAM MEMBANGUN PEMAHAMAN KONSEP PENJUMLAHAN DAN PENGURANGAN BILANGAN DI KELAS 2 SD - Evi Purnamasari; Mardiyana Mardiyana; Supianto Supianto (ACADEMIA: Jurnal Inovasi Riset Akademik, 2026)
This study aims to analyse the influence of learning models and media on the understanding of addition and subtraction concepts among Year 2 primary school pupils. The study employed a quantitative approach using a quasi-experimental method and a 2×2 factorial design. The sample comprised 65 pupils divided into four groups: Problem-Based Learning (PBL) supported by Base Ten Blocks, PBL supported by visual aids, direct instruction supported by Base Ten Blocks, and direct instruction supported by visual aids. Cluster random sampling was used. Data were collected through cognitive aspect concept comprehension tests and analysed using a two-way ANOVA at a significance level of 0.05. The results indicated that the learning model had a significant effect on concept comprehension (F(1,136)=143.08; p<0.05), with PBL outperforming direct instruction. The learning media also had a significant effect (F(1,136)=92.54; p<0.05), with Base Ten Blocks proving more effective than visual aids. Furthermore, there was a significant interaction between the learning model and the media (F(1,136)=47.97; p<0.05), indicating that the effectiveness of the model was influenced by the type of media used. The combination of PBL and Base Ten Blocks proved to be the most effective in improving conceptual understanding; therefore, the integration of models and concrete media is important for supporting meaningful mathematics learning in primary schools. ABSTRAK Penelitian ini bertujuan menganalisis pengaruh model dan media pembelajaran terhadap pemahaman konsep penjumlahan dan pengurangan peserta didik kelas II sekolah dasar. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen semu dan desain faktorial 2×2. Subjek berjumlah 65 peserta didik yang terbagi ke dalam empat kelompok: Problem Based Learning (PBL) berbantuan Base Ten Blocks, PBL berbantuan media gambar, pembelajaran langsung berbantuan Base Ten Blocks, dan pembelajaran langsung berbantuan media gambar. Teknik sampling menggunakan cluster random sampling. Data dikumpulkan melalui tes pemahaman konsep aspek kognitif dan dianalisis menggunakan ANAVA dua jalur pada taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa model pembelajaran berpengaruh signifikan terhadap pemahaman konsep (F(1,136)=143,08; p<0,05), dengan PBL lebih unggul dibandingkan pembelajaran langsung. Media pembelajaran juga berpengaruh signifikan (F(1,136)=92,54; p<0,05), di mana Base Ten Blocks lebih efektif daripada media gambar. Selain itu, terdapat interaksi signifikan antara model dan media pembelajaran (F(1,136)=47,97; p<0,05), yang menunjukkan bahwa efektivitas model dipengaruhi oleh jenis media yang digunakan. Kombinasi PBL dan Base Ten Blocks terbukti paling efektif dalam meningkatkan pemahaman konsep, sehingga integrasi model dan media konkret penting untuk mendukung pembelajaran matematika yang bermakna di sekolah dasar.