The Effect of Geometry Flashcard Learning Media on Elementary School Students’ Ability to Understand Basic Concepts of Solid Figures
DOI:
https://doi.org/10.59211/mjpjetl.v4i2.415Keywords:
Geometry flashcards; Conceptual understandin;, Three-dimensional geometry; Elementary school; Quasi-experimentalAbstract
This study aims to examine the effect of geometry flashcard learning media on elementary school students' understanding of basic three-dimensional geometry concepts at MIS Nurul Aflah. The study employed a quantitative approach using a quasi-experimental method with a Pretest–Posttest Control Group Design. The sample consisted of 30 third-grade students, divided into 15 students in the experimental group and 15 students in the control group, selected through purposive sampling. The research instruments included five essay test items that met the validity and reliability requirements, supported by observation sheets and documentation. The findings revealed that the experimental group's mean pretest score increased from 57.33 to 84.27 on the posttest, while the control group's mean score improved from 56.67 to 71.20. The normality test yielded significance values of 0.200, and 0.176, while the homogeneity test produced a significance value of 0.482, indicating that the data were normally distributed and homogeneous. Furthermore, the Independent Samples t-test resulted in a significance value of 0.001 (<0.05), indicating that the use of geometry flashcard learning media had a significant positive effect on students' understanding of basic three-dimensional geometry concepts..
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