MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA PESERTA DIDIK DENGAN MENGGUNAKAN MODEL PEMBELAJARAN CONCEPT ATTAINMENT DI SEKOLAH DASAR

Abstract

This study describes how the Concept Attainment learning paradigm improved student arithmetic concept comprehension on a Playing in My Environment topic in second grade at State Islamic Elementary School 2 Indragiri Hulu. This study took place in the second year of the program at State Islamic Elementary School 2 Indragiri Hulu. This study was prompted by students' poor idea comprehension. Only 13 of 30 pupils (43.33%) could restate a notion, but 20 of 30 (66.6%) could employ, utilize, and choose certain methods or operations. Finally, only 11 of 30 students (36.6%) could apply the notion or algorithm to solve the challenges. Classroom action research. This study comprised one educator and thirty second-graders from State Islamic Elementary School 2 Indragiri Hulu in the 2019/2020 academic year. The Concept Attainment model and math comprehension were explored. Data collection included observation, testing, documentation, and field notes. Qualitative descriptive analysis analyzed the data. The study found that students' concept understanding capacity before the intervention was inadequate, with a mean score of 38.5. In the first cycle of the Concept Attainment learning model, students' ability to learn and comprehend new concepts was high, with a mean score of 52. The second cycle's mean score of 54.7 indicated that students understood ideas well. Thus, the Concept Attainment learning strategy may help second-graders at State Islamic Elementary School 2 Indragiri Hulu understand Repeated Addition Material of Mathematics.