The The Comparative Study between Using Factor Tree Technique and Tabular Technique in Determining Greatest Common Divisor (GCD) and Least Common Multiple (LCM)
AbstractAbstract The objectives of the research were to find out the profile of the students learning result using factor tree technique, to find out the profile of the students learning result using tabular technique, and to find out the difference between students learning result implementing factor tree technique and tabular technique in determining Greatest Common Divisor (GCD) and Least Common Multiple (LCM) at the 5th-grade students of MI Al Ma’arif Kebumen village, Banyubiru district, Semarang regency. This research was quantitative research with quasi-experiment design. The research population was 54 students. Its samples were 5th-grade students of A as the first experimental class while 5th-grade students of B as the second experimental class. The instruments were pre-test and post-test of the students learning result, and the observation sheet. The technique of data analysis was descriptive statistical analysis and inferential statistic. The research showed that in the first experimental class the mean of pre-test was 42,59 and the post-test mean was 60,96. Thus, in the second experimental class the pre-test mean was 41,15 and the post-test mean was 83. Based on the result of inferential analysis was tcount in the mount of 6,4787 and ttable as big as 2,6737 with 99% level of trustiness and 1% level of error, because tcount > ttable consequently H1 was accepted and H0 was rejected. It meant there was significant difference between students learning result using factor tree technique and tabular technique in determining Greatest Common Divisor (GCD) and Least Common Multiple (LCM) at the 5th-grade students of MI Al Ma’arif Kebumen village, Banyubiru district, Semarang regency.
Bakir, S., & Bicer, E. O. (2015). Logical Thinking and Cognitive Development Levels of Pre-service Science Teachers. The International Journal of Educational Sciences Research, 5(1), 149-163.
Brackett, Josh. 2004. Content-Area Graphic Organizers Math.United States of America :Walch Publishing.
Dadi & Triyati. (2008). Bersahabat dengan Matematika. Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional
Diaz, Luis Del Espino. (2017). The Teaching and Learning Process of Mathematics in the Primary Education Stage: a Constructivist Proposal within the Framework of Key Competences. International Electronic Journal of Mathematics Education, 12(3), 709-713.
Hasan, Iqbal. (2004). Analisis Data Penelitian dengan Statistik. Jakarta: PT. Bumi Aksara.
Heruman. (2007). Model Pembelajaran Matematika di Sekolah Dasar. Bandung: PT Remaja Rosdakarya.
Kasiram, Muh. (2008). Metodologi Penelitian Kualitatif-Kuantitatif. Malang: UIN Maliki Press.
Marifatun, Sri, S., & Farid, A. (2018). The Effectiveness of the Problem Based Learning Model Assisted by Interactive. Innovative Journal of Curriculum and Educational Technology, 7(2), 78-85.
Mirza, A. S., Farid, A., & Tri, S. (2019). Development of Realistic Mathematics Education Mobile Learning in Elementary School. Journal of Primary Education, 8(2), 169-175.
Pratiwi. Cicik. (2018). Hubungan Metode Tusuk Sate dan Metode Pohon Faktor dengan Hasil Belajar Matematika Materi KPK dan FPB Kelas IV SD N 01 Kalibeji. Salatiga. IAIN Salatiga.
Saepudin, A., Babudin, Dedi, M., Adang. (2009). Gemar Belajar Matematika 5. Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional.
Smith, Robert. (2010). How to Multiply Grades 3-4. USA: Teacher Created Resources.
Triyani, S., Ratu, I., Indra, P., & Darmawijoyo. (2012). Supporting Student’s Ability in Understanding Least Common Multiple (LCM) Concept Using Storytelling. IndoMS.J.M.E, 3(2), 151-164.
Untoro, Joko & Tim Guru Indonesia. (2010). Buku Pintar Pelajaran Ringkasan Materi dan Kumpulan Kamus Lengkap. Jakarta: PT Wahyu Media.
Copyright (c) 2020 Jurnal Al-Muta`aliyah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
This work is licensed under a Creative Commons Attribution 4.0 International License.
Creative commons attribution lisense (CC-BY)