PENINGKATAN HASIL BELAJAR SISWA MELALUI METODE ROLE PLAYING PADA MATERI PEMBAGIAN KELAS II MADRASAH IBTIDAIYAH
Keywords:Division, Role Playing and Learning Outcomes
based on the results of learning observations in class, on average students have difficulty learning the material for dividing two numbers. It is shown that there are still many students who get low scores below the KKM (minimum completeness criteria) that must be achieved, students have not mastered the concept of division, students are less serious in receiving lessons from the teacher because many are busy and do not pay attention to the teacher, students are less active in the learning process. learning and students still have difficulty in dividing two numbers. The score achieved by the students of class II-A MIN Malang 2 is not good in mathematics subject matter of dividing two numbers. This is an indication that the learning process that has taken place so far is less interesting so that students are less able to understand the material being studied. The purpose of this study was to determine the application of the role playing method in improving learning outcomes for students in class II-A MIN Malang 2 and to find out the improvement in student learning outcomes using the role playing method for dividing materials in class II-A MIN Malang 2. In this study in this research, the research design used is Classroom Action Research with a participatory collaborative type. The application of the role playing method in learning mathematics learning materials can improve student learning outcomes. This can be seen from the comparison of the students' average mathematics scores from before the action and post-test at the end of cycle 2. The average score of students in the pretest was 58.3. The average value of the post test at the end of cycle 1 is 72.3. This means that there is an increase in the average score of 14. The increase again occurred in the post test cycle 2, the average score of students became 97.6. So there was an increase from post test cycle 1 to post test cycle 2 by 25.3. This increase in value indicates that the application of the role playing method in cycle 1 and cycle 2 is able to improve student learning outcomes in the mathematics subject matter of division. The application of the role playing method is also able to provide motivation and pleasure in the process of learning mathematics in the distribution of materials. Students look more active and enthusiastic in participating in the learning process of mathematics learning materials in class.