Development of Numeracy of Grade V Elementary School Students in KPK and FPB Learning Using Dakota Media

Devita Ismayanti; Lady Agustina; Hana Puspita Eka Firdaus

doi:10.58905/jse.v6i1.544

Authors

Devita Ismayanti Universitas Muhammadiyah Jember, Jember, Indonesia
Lady Agustina Universitas Muhammadiyah Jember, Jember, Indonesia
Hana Puspita Eka Firdaus Universitas Muhammadiyah Jember, Jember, Indonesia

DOI:

https://doi.org/10.58905/jse.v6i1.544

Keywords:

ADDIE Model, Development Method, Independent Curriculum, KPK and FPB, Media Dakota, Numeracy

Abstract

This research was conducted with the aim of developing and examining the effectiveness of Media Dakota (Dakon Mathematics) in improving the numeracy skills of fifth grade elementary school students to better understand material about KPK (Least Common Multiple) and FPB (Greatest Common Factor) in the independent curriculum. This research uses a development research methodology related to the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research subjects were 28 fifth grade students at SDN Slawu 01 Jember. Data was collected through tests, observations, interviews and analyzed descriptively. The results of this research show that the use of Dakota Media (Dakon Mathematics) significantly increases students' understanding of KPK and FPB material. In the development stage, the media is refined to meet students' needs to be more interactive and effective. After implementation, 85% of students were able to achieve results above the Minimum Integrity Standards (KKM). In addition, the use of Media Dakota (Dakon Mathematics) increases student motivation and involvement in mathematics lessons. Media Dakota supports the implementation of an independent curriculum through experiential learning and developing students' critical and creative thinking skills.

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