<![CDATA[ABSTRAK Pembelajaran bangun ruang di SDN 294 Maluku Tengah menghadapi masalah rendahnya pemahaman konsep dengan 65% siswa kelas V belum mencapai KKM 70. Tujuan kegiatan ini adalah menerapkan teknik TARING (Tarik Jaring-jaring) untuk meningkatkan pemahaman konsep bangun ruang siswa kelas V. Metode menggunakan pendekatan participatory action research melibatkan 28 siswa dan seorang guru. Tahapan kegiatan meliputi: (1) koordinasi melalui survei pendahuluan dan identifikasi kebutuhan; (2) persiapan pengembangan perangkat pembelajaran dan media template jaring-jaring; (3) implementasi dalam satu kali pertemuan pembelajaran menggunakan aktivitas manipulatif pengguntingan, pelipatan, dan perakitan; (4) evaluasi melalui pre-test, post-test, observasi, dan angket respons; (5) monitoring keberlanjutan program dan diseminasi hasil. Hasil menunjukkan peningkatan signifikan dengan N-gain 0,49, nilai rata-rata dari 58,7 menjadi 78,9, dan ketuntasan belajar dari 35% menjadi 85,7%. Sebanyak 92,9% siswa memberikan respons positif terhadap teknik TARING yang dinilai lebih menyenangkan dan memudahkan pemahaman. Teknik TARING terbukti efektif meningkatkan pemahaman konsep geometri ruang, mengembangkan keterampilan motorik halus, dan menumbuhkan sikap positif terhadap pembelajaran matematika dengan memanfaatkan bahan sederhana sesuai kondisi geografis kepulauan. Kata kunci: teknik TARING; bangun ruang; pembelajaran manipulatif; sekolah dasar; Maluku Tengah. ABSTRACTGeometry lessons at SDN 294 in Maluku Tengah are facing the issue of low conceptual understanding, with 65% of Year 5 students not reaching the minimum passing grade of 70%. The aim of this activity is to implement the TARING technique (Tarik Jaring-jaring) to improve the students' understanding of spatial shapes. The method uses a participatory action research approach involving 28 students and a teacher for three months. The stages of the activity include: (1) coordination through a preliminary survey and needs identification; (2) preparation of the teaching materials and jigsaw templates; (3) implementation in six learning sessions using manipulative activities involving cutting, folding, and assembly; (4) evaluation through pre-test, post-test, observation, and questionnaire responses; and (5) monitoring the sustainability of the programme and dissemination of results. The results showed a significant improvement with an N-gain of 0.49, an increase in the mean score from 58.7 to 78.9, and an increase in learning achievement from 35% to 85.7%. 92.9% of students responded positively to the TARING technique, which they found more enjoyable and easier to understand. The TARING technique has been proven to effectively enhance understanding of geometric concepts, develop fine motor skills, and foster positive attitudes towards mathematics learning by utilising simple materials that align with the geographical conditions of the islands. Keywords: TARING technique; geometric solids; manipulative learning; elementary school; Central Maluku.]]>
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