APPLICATION OF ROLE-PLAYING METHOD TO OVERCOME STUDENTS' LEARNING DIFFICULTIES IN LEARNING MATH STORY PROBLEMS IN SANGUWATANG 1 STATE ELEMENTARY SCHOOL KARANGJAMBU SUBDISTRICT

Abstract

The background is the evaluation results of Class V students at SD Negeri 1 Sanguwatang where, from the composition of the questions tested, in general the students were not capable and still found it difficult to complete story questions. From the results of observations of students' answer sheets, it appears that there are several reasons why students have difficulty solving mathematics story problems, such as: the ability to interpret the language of the questions is still lacking, students cannot determine what is known and what is being asked and students' ability to determine the mathematical model to be used. in solving problems. Therefore, the role-playing method is applied in the learning process. This research aims to determine the effectiveness of applying the role-playing method in improving student learning outcomes, especially in mathematics story problems. With role-playing, it is hoped that students will be able to realistically describe abstract things in the story. The research procedure was carried out in three cycles: planning, implementation, observation and reflection stages. Data collection techniques use qualitative (attitudes) and quantitative (values) data. Data analysis was carried out using comparative descriptive analysis, namely comparing the values ​​of students' initial conditions, first cycle, second cycle and third cycle. Based on the actions taken, it can be concluded that the role-playing method can improve mathematics learning outcomes in story problems at SD Negeri 1 Sanguwatang. The results of observations on student activities turned out to have good relevance to support improved learning outcomes. The average test results for learning mathematics story problems through role - playing were 60.16 in the initial condition, 64.36 in the first cycle, 68.6 in the second cycle and 79.56 in the third cycle. For the level of learning completeness with a completeness limit of 65, the initial condition is 40%, the first cycle is 56%, the second cycle is 76%, and the third cycle is 92%.