Penelitian ini bertujuan untuk meningkatkan prestasi belajar Matematika pada materi pecahan melalui penerapan model STAD dengan menggunakan papan pecahan pada siswa kelas III SD N Maguwoharjo 1. Subjek penelitian terdiri dari 28 siswa. Penelitian ini dilakukan dalam bentuk Penelitian Tindakan Kelas (PTK) yang terdiri dari 3 siklus, dengan masing-masing siklus meliputi tahapan perencanaan, pelaksanaan, pengamatan/observasi, dan refleksi. Data dikumpulkan melalui metode evaluasi tertulis, observasi langsung, dan pencatatan dokumentasi. Data tersebut kemudian dianalisis dengan membandingkan skor nilai pada setiap periode dengan KKM yang ditetapkan sebesar 70, serta dengan mempertimbangkan peningkatan standar kelulusan secara umum. Hasil penelitian menunjukkan bahwa penerapan model STAD dengan papan pecahan dapat meningkatkan prestasi belajar matematika materi pecahan siswa kelas III SD N Maguwoharjo 1. Pada tahap pra-siklus sebelum menerapkan model STAD dengan papan pecahan 10 siswa (35,71%) yang mencapai KKM, sedangkan sebanyak 18 siswa (64,29%) belum memenuhi KKM. Pada siklus I, sebanyak 12 siswa (42,86%) mencapai KKM, sisanya 16 siswa (57,14%) belum mencapai KKM. Pada siklus II, sebanyak 25 siswa (89,29%) mencapai KKM, namun terdapat 3 siswa (10,71%) yang belum mencapai KKM. Berdasarkan hasil ini, dapat disimpulkan bahwa Penelitian Tindakan Kelas (PTK) ini berhasil meningkatkan prestasi belajar matematika materi pecahan siswa kelas III SD N Maguwoharjo 1.

Kata Kunci: Model STAD, Papan Pecahan, dan Pembelajaran Matematika.

Abstract

This research aims to improve learning achievement in Mathematics, specifically on the topic of fractions, through the implementation of the STAD model using fraction boards for the third-grade students of SD N Maguwoharjo 1. The research subjects consist of 28 students. This study was conducted in the form of Classroom Action Research (CAR), which consisted of 3 cycles, with each cycle including planning, implementation, observation, and reflection stages. Data were collected through written evaluations, direct observations, and documentation. The data were then analyzed by comparing the score values for each period with the Minimum Criteria for Mastery (KKM) set at 70, and by considering the general improvement of the passing standard. The research results showed that the application of the STAD model using fraction boards could improve the learning achievement of the third-grade students in Mathematics, specifically on the topic of fractions, at SD N Maguwoharjo 1. In the pre-cycle phase before implementing the STAD model using fraction boards, 10 students (35.71%) achieved the KKM, while 18 students (64.29%) did not meet the KKM. In Cycle I, 12 students (42.86%) reached the KKM, while the remaining 16 students (57.14%) did not reach the KKM. In Cycle II, 25 students (89.29%) achieved the KKM, but there were 3 students (10.71%) who did not reach the KKM. Based on these results, it can be concluded that this Classroom Action Research (CAR) successfully improved the learning achievement of the third-grade students in Mathematics, specifically on the topic of fractions, at SD N Maguwoharjo 1.

Keywords: Learning Outcomes in Mathematics, STAD Models, and Fractional Board