Inquiry-Based Mathematics Education: Enhancing Learning Outcomes in Primary Schools through Classroom Action

Authors

  • Poloria Silalahi UPT SD Negeri No.034805.Sopobutar, Indonesia
  • Asnita Hasibuan Universitas Katolik Santo Thomas, Indonesia

DOI:

https://doi.org/10.31004/jptam.v8i1.13404

Keywords:

Metode Inkuiri, Pembelajaran Matematika, Pendidikan Dasar

Abstract

Penelitian ini bermaksud untuk mengeksplorasi pengaruh penerapan Metode Inkuiri terhadap pembelajaran matematika di kelas V sekolah dasar. Metode inkuiri dipilih sebagai suatu pendekatan yang secara aktif melibatkan siswa, mendorong pemecahan masalah secara mandiri, dan meningkatkan pemahaman ide-ide matematika. Penelitian ini dilaksanakan melalui Pendekatan Tindakan Kelas (PTK) dengan empat tahap, meliputi persiapan, pelaksanaan, observasi dan refleksi. Subyek penelitian ini adalah siswa kelas lima sebuah sekolah dasar. Pengumpulan data dilakukan melalui observasi, tes dan analisis hasil belajar siswa. Hasil penelitian menunjukkan adanya peningkatan yang cukup besar pada partisipasi siswa, kemampuan berpikir kritis, dan hasil belajar matematika setelah menggunakan Metode Inkuiri. Siklus pembelajaran PTK memberikan ruang refleksi dan perubahan taktik pembelajaran. Peran guru sebagai fasilitator dalam Metode Inkuiri menjadi kunci keberhasilan, memastikan kegiatan inkuiri sesuai dengan tujuan pembelajaran. Meskipun hasil yang diperoleh pada siklus II menunjukkan peningkatan yang cukup besar, namun penelitian ini menekankan perlunya pengembangan berkelanjutan dalam penggunaan Metode Inkuiri untuk mencapai hasil yang optimal dan bertahan lama. Temuan ini berkontribusi pada pengetahuan tentang metodologi pembelajaran yang efektif dalam konteks pengajaran matematika tingkat dasar.

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Published

31-01-2024

How to Cite

Silalahi, P., & Hasibuan, A. (2024). Inquiry-Based Mathematics Education: Enhancing Learning Outcomes in Primary Schools through Classroom Action. Jurnal Pendidikan Tambusai, 8(1), 6565–6574. https://doi.org/10.31004/jptam.v8i1.13404

Issue

Vol. 8 No. 1 (2024): April 2024

Section

Articles of Research

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