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Master of Action Research in Mathematics Classroom
Published by CV. Master Literasi Indonesia
ISSN : -     EISSN : 31232043     DOI : 10.63461
Core Subject : Education,
Mathematics
Master of Action Research in Mathematics Classroom : Math-Action adalah jurnal ilmiah yang diterbitkan oleh CV. Master Literasi Indonesia dan secara eksklusif mempublikasikan artikel hasil Penelitian Tindakan Kelas (PTK) dalam bidang pembelajaran matematika di tingkat Sekolah Dasar dan menengah (SD-SMP-SMA). Math-Action menjadi wadah akademik bagi mahasiswa, guru, dosen, dan praktisi pendidikan yang berfokus pada inovasi pembelajaran matematika di ruang kelas. Artikel yang dimuat harus berbasis tindakan kelas yang sistematis, reflektif, dan bersifat siklus, dengan tujuan utama meningkatkan kualitas proses dan hasil pembelajaran matematika. Math-Action tidak menerima artikel dengan metode penelitian di luar Penelitian tindakan kelas atau action research/action research clasroom. Setiap naskah yang masuk akan melalui proses tinjauan sejawat (Blind Peer-Review Process) yang ketat dan mengacu pada prinsip-prinsip etika publikasi ilmiah.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 2 (2026): Januari" : 5 Documents clear
Peningkatan Proses Dan Hasil Belajar Siswa Pada Mata Pelajaran Matematika Menggunakan Model Numbered Head Together di Kelas IV SDN 227/II Tukum I Sepna Disa; Randi Eka Putra; Iri Hamzah
Master of Action Research in Mathematics Classroom Vol. 1 No. 2 (2026): Januari
Publisher : CV. Master Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63461/math-action.v12.145

Abstract

Penelitian ini dilatar belakangi observasi awal yang menunjukan rendahnya hasil belajar siswa, dilihat berdasarkan nilai asesmen sumatif akhir siswa pada mata pelajaran Matematika masih dibawah KKTP yang ditetapkan oleh sekolah yaitu 60. Hal ini menunjukkan masih rendahnya hasil belajar siswa pada mata pelajaran Matematika. Oleh karena itu model pembelajaran yang dapat di gunakan dalam meningkatkan hasil belajar siswa pada mata pelajaran Matematika yaitu model pembelajaran Numbered Head Together (NHT). Tujuan penelitian ini adalah untuk mendeskripsikan peningkatan proses dan hasil belajar siswa pada mata pelajaran matematika menggunakan model Numbered Head Together. Penelitian ini ialah sebuah penelitian PTK atau dikenal dengan nama tindakan kelas yang dilaksanakan dalam dua siklus. Subjek penelitian ini adalah siswa kelas IV SDN 227/II Tukum I sebanyak 16 peserta didik. Data yang digunakan ialah kualitatif dan kuantitatif yang menggunakan lembar observasi dan tes hasil belajar siswa. Hasil yang diperoleh dari penelitian yang dilaksanakan yaitu, 1) terwujudnya model NHT dalam pelajaran matematika dengan baik, 2) hasil belajar peserta didik pada mata pelajaran ini pada setiap siklus mengalami kenaikan yang mana sesudah digunakan model ini dalam hasil belajar di siklus I ialah 37,5%, dengan nilai rerata 43,03 dan dalam siklus II nilai yang didapat ialah 81,25% dengan nilai reratanya ialah 68,91 kemudian mengalami kenaikan hasil belajar peserta didik sebesar 43,75%.
Improving Motivation And Learning Outcomes In Mathematics Using The Cooperative Learning Model Used By Dakota Media In Grade IV Of SD Negeri 100/II Muara Bungo Vivi Fitriana Rhamdhani; Puput Wahyu Hidayat; Sundahry Sundahry
Master of Action Research in Mathematics Classroom Vol. 1 No. 2 (2026): Januari
Publisher : CV. Master Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63461/math-action.v12.173

Abstract

Mathematics learning in elementary schools still faces various challenges, particularly the low motivation and engagement of students during the learning process. This study aims to improve the motivation, learning process, and learning outcomes of fourth-grade students at SDN 100/II Muara Bungo through the implementation of the Cooperative Learning model, specifically the Teams Games Tournament (TGT), supported by the use of Dakon Matematika media. The research employed Classroom Action Research (CAR), conducted in two cycles consisting of planning, implementation, observation, and reflection. The subjects were 28 fourth-grade students, and data were collected through teacher and student observation sheets, motivation questionnaires, and achievement tests. The findings revealed significant improvements in all aspects. Teacher performance increased from 92% in the first cycle to 100% in the second cycle, student participation rose from 15.22% to 52.14%, learning motivation improved from 54.54% to 85.71%, and learning achievement mastery increased from 53.57% to 82.14%. These results indicate that the TGT model assisted by Dakon Matematika is effective in enhancing mathematics learning quality, and it can serve as an innovative instructional strategy that is
Improvement of Mathematics Learning Process and Outcomes Using the Realistic Mathematics Education Model in Grade II Students at SDN 205/II Bangun Harjo Sila Hastutik; Randi Eka Putra; Sundahry Sundahry
Master of Action Research in Mathematics Classroom Vol. 1 No. 2 (2026): Januari
Publisher : CV. Master Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63461/math-action.v12.182

Abstract

Based on the initial observations made by the researcher, there are 20 students, and only 50% of them have achieved the KKTP (Learning Objective Achievement Criteria). Meanwhile, the school's KKTP is 75%. The purpose of this study is to describe the improvement in the learning process and cognitive learning outcomes through the application of the Realistic Mathematical Education Learning Model in class II of SDN 205/II Bangun Harjo. This study was conducted in two cycles using a classroom action research (CAR) design. Each cycle consisted of four phases: planning, implementation, observation, and reflection. Twenty second-grade students were the subjects of the study. Data collection methods included learning outcome assessments, recording, and observation. The Realistic Mathematics Education model was applied using learning outcome test questions and teacher and student observation sheets as data collection tools. The results of the study indicate that students' understanding of the subject matter can be improved through the application of the Realistic Mathematics Education Model. The increase in teacher observation scores from 87.5% in cycle I to 95% in cycle II, which is classified as excellent, demonstrates this. In addition, students' learning process scores increased from 77.5% (good) in cycle I to 92.5% (excellent) in cycle II. Furthermore, students' cognitive learning outcomes in mathematics increased from 60% (adequate) in cycle I to 90% (very good) in cycle II. Therefore, by applying the Realistic Mathematics Education Model, the mathematics learning process and outcomes can exceed the success indicators.
Implementation of the Guided Inquiry Model Based on Big Book Media to Improve the Mathematics Learning Process and Outcomes in Grade IV of SDN 05/II Air Gemuruh Putri Wulan Maya; Zulqoidi R. Habibie; Dhini Mufti
Master of Action Research in Mathematics Classroom Vol. 1 No. 2 (2026): Januari
Publisher : CV. Master Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63461/math-action.v12.193

Abstract

This classroom action research wasconducted on 26 fourth-grade students at SDN 05/II Air Gemuruh. Based on initial observations, it was found that the learning process and outcomes of the participantswere still lacking. This was due to the fact that the learning process did not fullyfollow the principles of the independent curriculum, and the average test scores were still below the school's minimum passing grade of 75. This study applied the PTK method, which consisted of twocycles, each covering the stages of planning, implementation, observation, and reflection. The findings of the study showed that the application of the guided inquiry model based on big book media in data compilation material was very successful. Teacher performance increased from 90.95% in cycle I to 100% in cycle II. Student participation also increased from 71.16% to 95.08%, exceeding the success target of 75%. In terms of learning outcomes, student mastery increased from 69.23% (average score of 75) in cycle I to 92.30% (average score of 84.62) in cycle II. Overall, there was anincrease of 23.07% from the beginning to the end, which shows that the guided inquiry model based on big books was successful in improving student learning outcomes on the topic of fractions
Improvement in Student Learning Outcomes in Mathematics Using The Numbered Head Together Learning Model Assisted by Snake And Ladder Media in Grade IV of SDN 44/II Karak Ari Satriadi; Randi Eka Putra; Iri Hamzah
Master of Action Research in Mathematics Classroom Vol. 1 No. 2 (2026): Januari
Publisher : CV. Master Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63461/math-action.v12.205

Abstract

Low learning outcomes among fourth-grade students, with only eight students achieving the minimum competency standard (KKTP) with a score of 44.44%, formed the background for this study. This shows that learning achievements in mathematics have not met the minimum competency requirement of 70%. This study aims to describe how the Numbered Heads Together approach, combined with a snakes and ladders game, can improve learning outcomes and processes in the fourth grade of SDN 44/II Karak. Eighteen students were the subjects of this classroom action study. The study was divided into two cycles, each consisting of two meetings led by the researcher. The process included planning, implementation of actions followed by observation, and reflection at the end of each cycle. The results of the study indicate that the process and outcomes of fourth-grade mathematics learning can be improved by applying the Numbered Heads Together paradigm. 1) In meeting I of cycle I, teacher observations showed 68.42% and 80%, but in cycle II, meeting I increased to 84.21% and meeting II to 93.33%. The student observation results were 54.09% in cycle I and 61.28% in meeting II. Meeting I increased to 73.16% in cycle II, while meeting II increased to 63.61%. 2) Student mathematics learning increased from 52.17% in cycle I to 82.60% in cycle II. The Numbered Heads Together paradigm combined with the snake and ladder media can improve the results and process of fourth-grade mathematics learning.

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