PENERAPAN STRATEGI MATHEMATICAL INVESTIGATION UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS VI SD NEGERI 024 TARAI BANGUN KECAMATAN TAMBANG KABUPATEN KAMPAR

• Main Author: Evi Yenti
• Format: Article
• Language: English
• Published: Laboratory of Elementary Teacher Education Study Program, Faculty of Education and Teacher Training, Universitas Riau Pekanbaru, Indonesia 2018-11-01
• Series: Jurnal PAJAR (Pendidikan dan Pengajaran)
• Subjects: mathematical investigation strategy; mathematical of learning outcomes
• Online Access: https://pajar.ejournal.unri.ac.id/index.php/PJR/article/view/6515

This research was motivated by the low learning outcomes of MTK class VI students of SDN 024 Tarai Bangun Kecamatan Tambang Kabupaten Kampar. This study aims to improve student learning outcomes in mathematics learning through mathematical investigation strategies in the sixth grade students of SDN 024 Tarai Bangun Kecamatan Tambang Kabupaten Kampar. The subjects of this study were all sixth grade students of SDN 024 Tarai Bangun Kecamatan Tambang Kabupaten Kampar, totaling 18 people, in 2017. The form of this research was classroom action research. This research instrument consists of performance instruments and data collection instruments in the form of observation sheets of teacher activities and student activities. Based on the results of the research and discussion, it can be concluded that the Mathematical Investigation learning strategy can improve the mathematics learning outcomes of the sixth grade students of SDN 024 Tarai Bangun Kecamatan Tambang Kabupaten Kampar in 2017. On the basic score, the results of learning were 7 people who achieved KKM or 38, 89% with an average learning outcome of 63. In the first cycle of mathematics learning outcomes obtained by students is the number of students who achieve mastery in learning is 72.22%. The average student learning outcomes classically in cycle I is 71 or 13 people who achieve KKM and categorized as incomplete. Whereas in the second cycle there were 17 people who reached the KKM with a completeness percentage of 94.44%. The implementation of the action in the second cycle is more smooth when compared to the implementation of the actions in the first cycle. It can be seen that there was an increase from the basic score to the first cycle as many as 6 people while from the first cycle to the second cycle there were 4 people who achieved the KKM completeness