Pengaruh Media Loose Parts Cangkang dalam Materi Penjumlahan dan Pengurangan Kelas II

Authors

  • Berlinda Dwi Setya Vannisa Universitas Trunojoyo Madura, Indonesia
  • Rika Wulandari Universitas Trunojoyo Madura, Indonesia

DOI:

https://doi.org/10.61692/edufa.v3i3.339

Keywords:

Numeracy skills, Loose parts, Mathematics learning, Elementary school students

Abstract

This study aims to determine the effect of using shell-based loose parts media on second-grade students’ numeracy skills in addition and subtraction material. The research used an experimental method with a pretest-posttest control group design. The results of the independent sample t-test on the pretest showed a Sig. (2-tailed) value of 0.637 and a t-value of 0.467, which is less than the t-table value of 2.026, with the average scores of the control class at 46.31 and the experimental class at 47.77. This indicates no significant difference between the two groups before treatment. However, the posttest results showed a Sig. (2-tailed) value of 0.000 and a t-value of 4.556, which is greater than the t-table value of 2.026, with average posttest scores of 47.36 for the control class and 72.22 for the experimental class. These findings indicate a significant difference after the treatment. Therefore, mathematics learning using shell-based loose parts media is proven effective in improving students’ numeracy skills.

 

Author Biographies

Berlinda Dwi Setya Vannisa, Universitas Trunojoyo Madura, Indonesia

<tbody><tr><td rowspan="2" width="387"><p><em>This study aims to determine the effect of using shell-based loose parts media on second-grade students’ numeracy skills in addition and subtraction material. The research used an experimental method with a pretest-posttest control group design. The results of the independent sample t-test on the pretest showed a Sig. (2-tailed) value of 0.637 and a t-value of 0.467, which is less than the t-table value of 2.026, with the average scores of the control class at 46.31 and the experimental class at 47.77. This indicates no significant difference between the two groups before treatment. However, the posttest results showed a Sig. (2-tailed) value of 0.000 and a t-value of 4.556, which is greater than the t-table value of 2.026, with average posttest scores of 47.36 for the control class and 72.22 for the experimental class. These findings indicate a significant difference after the treatment. Therefore, mathematics learning using shell-based loose parts media is proven effective in improving students’ numeracy skills.</em></p> </td><td width="0"><br /></td> </tr> </tbody>

Rika Wulandari, Universitas Trunojoyo Madura, Indonesia

<tbody><tr><td rowspan="2" width="387"><p><em>This study aims to determine the effect of using shell-based loose parts media on second-grade students’ numeracy skills in addition and subtraction material. The research used an experimental method with a pretest-posttest control group design. The results of the independent sample t-test on the pretest showed a Sig. (2-tailed) value of 0.637 and a t-value of 0.467, which is less than the t-table value of 2.026, with the average scores of the control class at 46.31 and the experimental class at 47.77. This indicates no significant difference between the two groups before treatment. However, the posttest results showed a Sig. (2-tailed) value of 0.000 and a t-value of 4.556, which is greater than the t-table value of 2.026, with average posttest scores of 47.36 for the control class and 72.22 for the experimental class. These findings indicate a significant difference after the treatment. Therefore, mathematics learning using shell-based loose parts media is proven effective in improving students’ numeracy skills.</em></p> </td><td width="0"><br /></td> </tr> </tbody>

References

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Published

2025-10-09

How to Cite

Vannisa, B. D. S., & Wulandari, R. (2025). Pengaruh Media Loose Parts Cangkang dalam Materi Penjumlahan dan Pengurangan Kelas II. JOURNAL OF EDUCATION FOR ALL, 3(3), 183–190. https://doi.org/10.61692/edufa.v3i3.339

Issue

Vol. 3 No. 3 (2025): Journal of Education For All

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Artikel

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