Penggunaan Media Video Berbasis Powtoon untuk Meningkatkan Kemampuan Pemahaman Konsep Matematika Siswa Sekolah Dasar
DOI:
https://doi.org/10.53696/venn.v5i5.657Keywords:
Powtoon, animated video, conceptual understanding, mathematics learning, elementary schoolAbstract
Preliminary observations at SDN Babakan Sari I, Bandung, found that 60% of the second-grade students still had difficulty understanding basic mathematical concepts. This study examined the use of a Powtoon video in learning multiplication. A quantitative quasi-experimental method with a nonequivalent control-group design was used. The participants were 41 second-grade students. The experimental group consisted of 21 students in class II B, and the control group consisted of 20 students in class II A. Data were collected through a pretest and a posttest of mathematical conceptual understanding. The experimental class learned multiplication and multiplication tables with a Powtoon video. The pretest and posttest scores of this class were normally distributed (Shapiro-Wilk p = .454 and p = .209). Levene's test produced p = .031, which indicated unequal variances. The Wilcoxon signed-rank test found a difference between the experimental group's pretest and posttest scores (Z = -4.014, p < .001). The posttest scores were higher than the pretest scores. The result indicates that students' conceptual understanding improved after the Powtoon-assisted lesson. This finding is limited to one school and one class. Further research should use broader samples and report effect sizes.
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