The Effect of the Make A Match Learning Model on the Mathematics Learning Outcomes of Class V Students at SD Negeri 154/III Sungai Renah

Abstrak

In the world of education, there are many sciences that must be taught, one of which is mathematics. Susanto (2013: 183) states that, "mathematics is a field of study that exists at all levels of education, from elementary school to university. Even mathematics is taught informally in kindergarten.†Mathematics is a subject that is considered the most difficult compared to other subjects because it contains many formulas. While learning materials that contain numbers, counting operations, and symbols are useful for students in solving problems in their lives and are also useful in dealing with scientific advances. Therefore, learning mathematics really needs to be mastered by students. Choridah (2013: 196) states that, "student learning mathematics is not just learning cognitive knowledge, but he is expected to have a critical and careful attitude, be objective and open, appreciate the beauty of mathematics, as well as curiosity, think and act creatively, and enjoy learning mathematics. â€. To be able to achieve maximum results from learning mathematics, teachers should be able to create conditions, situations, and manage ecosystems that stimulate students. So that students are active in forming, discovering, and developing the knowledge they have. Thus, teachers are required to be able to apply specific goals in learning mathematics in order to make it easier for students to accept the material provided. Teachers should choose the right learning model to provide an interesting presentation, make students active in a group atmosphere that aims to have social interaction between teachers and students, students and teachers, and students with students. Soekanto (in Shoimin, 2014: 23) states that, "a learning model is a conceptual framework that describes systematic procedures in organizing learning experiences to achieve certain learning goals and serves as a guide for learning designers in carrying out teaching and learning activities". However, in the learning process several facts were found in the implementation of learning at school, the facts were found as 1) Students were still passive and had little role in learning mathematics 2) Learning was still teacher-centered 3) Teachers were less varied in using learning models 4) Lack of students' understanding of the material taught 5) Low student learning outcomes which are indicated by the presence of students who have not reached the Minimum Completeness Criteria (KKM). Based on the research results, the average value of the experimental class was 82.65 and the average value of the control class was 64.8. To determine the data distribution of the two samples, a Normality Test was carried out in the VB experimental class. From the normality test that was carried out, the value of Lcount < Ltable was obtained at the real level α = 0.05. Based on the normality test, it was found that the price for the experimental class was Lcount = 0.516 and Ltable = 0.190 and in the control class the price was Lcount = 0.226 and Ltable = 0.227. From the results of the Normality test it can be seen that the value of L calculated for both classes is smaller than the L table, thus it can be concluded that the data is normally distributed. To determine whether the data is homogeneous or not, the data homogeneity test is carried out, and F counts for both classes are obtained. In the homogeneity test, the F test was used. Ftable at the significant level α = 0.05 with dk quantifier = 19 and dk denominator = 13 is 2.47. Fcount < Ftable with 0.24 < 2.47. Thus the two sample classes have a homogeneous variance. After carrying out the normality test and homogeneity test, it can be concluded that the two sample classes are normally distributed and have a homogeneous variance. The results of the hypothesis testing using the t-test were carried out, the values for tcount and ttable were obtained with dk = n1 + n2 – 2 = 20 + 14 – 2 = 32 at the confidence level α = 0.05 with ttable = 1.688 and tcount = 3.541. This means that tcount > ttable where 3.541 > 1.688 thus H1 is accepted, that is, there is an influence between the mathematics learning outcomes of students using the Make A Match learning model than the mathematics learning outcomes of students using conventional methods in class V SD Negeri 154/III Sungai Renah.