<![CDATA[Students’ difficulties in understanding abstract mathematical concepts may lead to low learning outcomes and limited student engagement in the learning process. This study aimed to determine the effectiveness of implementing Jerome S. Bruner’s learning theory in improving the mathematics learning outcomes of eighth-grade students at SMPN 22 Mataram. This study employed a descriptive quantitative approach with a pre-experimental design, specifically a One Group Pretest-Posttest Design. Learning outcome data were collected from 29 students through tests administered before and after the learning intervention. The learning process was conducted over three meetings by implementing the enactive, iconic, and symbolic stages in teaching exponents. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, a paired-samples t-test, and N-Gain analysis. The results showed that the mean learning outcome increased from 56.76 to 84.16. The percentage of students who achieved the minimum mastery criterion also increased from 10.34% to 93.10%. The paired-samples t-test yielded a significance value of 0.000 < 0.05, indicating a statistically significant difference in learning outcomes before and after the intervention. The N-Gain score of 0.63 fell within the moderate category. Therefore, the implementation of Jerome S. Bruner’s learning theory through the enactive, iconic, and symbolic stages was effective in improving the mathematics learning outcomes of eighth-grade students at SMPN 22 Mataram.]]>
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