The Effect of Using Pizza-Shaped Game Media in Learning Fractions on The Mathematics Learning Outcomes of Fifth-Grade Students At SDN Susukan 09 Pagi, East Jakarta

Abstract

Mathematics learning outcomes on fraction topics are still relatively low because students experience difficulties in understanding abstract concepts and the instructional media used is less engaging. This study aimed to determine the effect of using pizza-shaped game media on the mathematics learning outcomes of fifth-grade students at SDN Susukan 09 Pagi, East Jakarta. This research employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. A saturated sampling technique was used, involving all 50 fifth-grade students from classes VA and VB, divided into an experimental class and a control class, each comprising 25 students. Data were collected using a mathematics achievement test. Initially, the instrument consisted of 25 multiple-choice items. After validity testing using Pearson Product-Moment correlation, 19 items were declared valid, while six items were excluded from the study. The reliability test yielded a Cronbach's Alpha coefficient of 0.868, indicating high internal consistency. Data were analyzed using descriptive statistics, normality and homogeneity tests, followed by an independent-samples t-test with the assistance of SPSS version 29. The results showed a significant difference in learning outcomes, where the post-test average score of the experimental group (84.56) was higher than that of the control group (73.04). The independent-samples t-test score showed a significance value of less than 0.001, meaning that H_O was rejected and H_a was accepted. In conclusion, the use of pizza-shaped game media has a significant and positive effect on students' mathematics learning outcomes on fraction topics, creates a more active learning environment, and makes it easier for students to understand concepts.