Volume 5, Issue 12, December – 2020 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

The Use of Fractional Blocks to Improve

Mathematics for Second Grade Elementary School
Students at South Bangka Indonesia
Suwarno1, Raditya Bayu Rahadian 2
1
Education and Culture Office of South Bangka, Islands of Bangka Belitung, Indonesia
2
Education Management, Graduate Schools, Yogyakarta State University, Indonesia

Abstract:- This study aims to improve mathematics grade of SD 9 Simpang Rimba after discussing fractions, 14
learning results in the second grade of elementary school, students did not reach a minimum score of 70, with a very low
especially the matter of fractions. The background of the average score is 65.0.
research is the low learning outcomes achieved by
students due to the learning carried out does not pay Reflections carried out by the teacher found several
attention to the level of student development. This causes for the low student learning outcomes on fractions
research was classroom action research. The research material in second grade of SD 9 Simpang Rimba. Judging
subjects were 23 students. The data collection instrument from Piaget's theory of cognitive development, elementary-
used the observation sheet and documentation. age students are at the stage of concrete operational thinking
Quantitative data analysis techniques with descriptive who already have logical thinking skills, but only through
statistics were used in this study to compare conditions concrete objects, so that all learning components need to be
before and after the action was carried out. The results adjusted according to these abilities (Winch & Gingell,
showed an increase in mathematics learning outcomes in 2008:p.58). The concrete here does not only mean that the
the subject of fractions. Student motivation shown in the object exists (can be seen, held, etc.), but also concrete
implementation of learning in the second cycle reached explains its meaning. If what is meant is part of the whole,
3.91 (high category) with N-Gain reaching 46.49%. The then the objects used must be separated and inserted according
level of completeness has reached 100%. The average to their wishes in order to understand the concept. Therefore,
value obtained by students in the second cycle was 80.2 the use of two-dimensional image media does not help
and N-Gain reached 34.16%. This increase was due to the students much in understanding the material.
learning carried out using fractional blocks. These results
illustrate that the use of fractional blocks can improve Teacher-centered discussion of material also causes
mathematics learning outcomes, especially in the subject students not to be moved to try and find the meaning of the
of fractions. material being studied (Kenedi, Helsa, Ariani, Zainil, &
Hendri, 2019:p.70). In accordance with the characteristics of
Keywords:- Mathematics Learning, Fractional Blocks, the material, conceptual understanding cannot be transferred
Fractions. from teacher to student but must be through the students' own
discovery and awareness with the help of the teacher. In
I. INTRODUCTION addition, students are only faced with abstract problems that
do not help their understanding (Purnomo, Widowati, &
Low-level elementary students are still at the stage of Ulfah, 2019:p.58), such as repeating the notion of fractions
concrete operational development, where students are able to without giving students the opportunity to understand the
think simple logic (Vandewaetere & Clarebout, 2014:p.24), material through their own way of thinking which is assisted
but still have difficulty applying abstract concepts without the by visual aids adequate.
help of concrete props/media (Budiningsih, 2017:p.28).
Meanwhile, mathematics subject matter for the second grade Based on the background, it can be concluded that the
of the elementary school includes various abstract concepts, low student learning outcomes are caused by the use of
one of which is fractions (Purnomosidi, 2017). teaching aids and the presentation of learning activities that
are not able to present the meaning of the concept of material
The fraction matter discussed in second grade of the for students. An alternative that can be used to improve
elementary school includes the concept of fractions 1/2, 1/3, and student learning outcomes is to use props that are able to
1
/4. Most of the teachers have discussed this material with the accommodate student activities through active practice and not
help of pictures. The teacher theoretically explains the concept as passive listeners.
of fractions by giving examples of pictures of fractions on the
board. Sometimes the teacher also uses other examples of One of the props that can be used to solve this problem
pictures of fractions in providing explanations. Even so, the is a broken block. This visual aid is in the form of three-
achievement of student learning outcomes is still low. From dimensional wooden blocks that can be joined together
the results of tests conducted on 23 students from the second according to the fractional material being studied. These three-

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Volume 5, Issue 12, December – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
dimensional props are expected to be able to cut the implementation of learning must be able to accommodate the
abstractness of the material so that it makes it easier for level of student development through activities that can be
students to understand. practiced through the help of appropriate teaching aids. This is
intended so that the abstractness of the material can be more
Based on the problems that have been described, the concrete. The provision of fraction material for the second
action hypothesis proposed in this research was: grade of elementary school students is mainly to foster
reasoning power in solving complex problems in a simple
1. The use of fractional blocks can improve student way. It is expected that students will be mentally trained to
motivations to study mathematics, especially the subject of compete and not give up easily.
fractions in second grade of elementary school at Bangka
Selatan, Indonesia. The obstacle that students often experience in studying
2. The use of fractional blocks can improve the mathematics fractions is related to their cognitive balance, which has long
learning results in the second grade of elementary school, been established that the numbers are intact. According to
especially the subject of fractions at Bangka Selatan, Muhsetyo (2007:p.4.5-4.8), these difficulties include:
Indonesia. 1. Students do not know the meaning of fractions.
2. Students have difficulty understanding fractions of a
II. LITERATURE REVIEW similar value.
3. Students have difficulty comparing and sorting fractions.
A. Mathematics for Second Grade of Elementary School in 4. Students have difficulty adding and subtracting the
Indonesia unequal denominated fractions.
Mathematics is a science that studies abstract structures
and patterns of relationships that exist in them (Subarinah, The difficulties that have been raised require the teacher
2006:p.1). Meanwhile, according to Prihandoko (2006:p.9) to be able to provide views and invite students to have a new
mathematics is concerned with structures, relationships, and paradigm, that sometimes a calculation cannot be completed
abstract concepts developed according to logical rules. This by only referring to integer calculations. The delivery should
means that learning mathematics is essentially learning link students' real experiences, making it easier for students to
concepts, conceptual structures, and looking for relationships grasp the abstractness of the material in a tangible form that
between concepts and structures. Learning mathematics is they can feel. In the next development, if students have
essentially learning concepts, conceptual structures, and mastered the concept, calculations can be done that involve
looking for relationships between concepts and their structures abstract reasoning students.
(Kenedi et al., 2019; Phonapichat, Wongwanich, & Sujiva,
2014), and should be connected to realistic (verbal) contexts, B. Fractional Blocks as a Tools for Learning
stay close to children, and be relevant to society (Boonen & As material in the form of abstract concepts, the
Jolles, 2015:p.1). This understanding illustrates that presentation of mathematics learning should be juxtaposed
mathematics can be viewed as a way/effort to gain with the use of media/teaching aids that will make it easier for
knowledge/truth about something. This method/effort involves students to capture the material presented. Especially for
deductive reasoning, really a concept or statement that is elementary students who generally still have limitations in
stated as a logical truth from the previous one so that the managing and understanding abstract concepts.
concepts between concepts or statements in mathematics are
consistent. For low-grade elementary school students, learning
mathematics can be assisted by the use of teaching aids that
One of the mathematics materials in the second grade of act as manipulative materials in order to understand
the elementary school in Indonesia is fractions (Purnomosidi, mathematics learning material (Saleh, Prahmana, Isa, &
2017). A fraction in principle states several parts of the same Murni, 2018). Learning aids must be able to be used to
number of parts. All the number of equal parts together form a present, present, present, or explain learning material to
unit (unit). Two kinds of circumstances that need emphasis are students, where the tools themselves are not part of the lesson
the overall concept as a unit and the same concept (Muhsetyo, given. These learning aids can be used by students to be
2007:p.4.5). The truth of a concept or statement is obtained as directly involved in learning mathematics (Muhsetyo,
a logical consequence of the previous truth so that the 2007:p.2.3). From this understanding, it can be understood
relationship between concepts or statements in mathematics is that if presenting learning material as well as practicing it will
consistent. This is evidenced by the background of the be more striking to students, than if it is only spoken.
discussion regarding the emergence of fraction calculations.
The positive thing that is obtained from the use of
The fractions material in second grade of the elementary media/teaching aids in learning is certainly influenced by the
school includes an introduction to the concept of fractions ½, accuracy of selecting the media/teaching aids used with the
1
/3, and ¼. This concept includes identifying the correct form characteristics of students and learning materials. The
of fractions from several images similar to the proposed advantages that can be listened to from the use of
fraction, explaining the meaning of the fraction in question, media/teaching aids in learning according to Muhsetyo
and grouping fractions according to the desired shape (2007:p.2.4) include:
(Purnomosidi, 2017). This material is abstract enough for 2nd 1. Interesting and not boring students.
grade students of elementary school so that the

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2. Easy to understand because it is assisted by visualization  Physical and psychological maturity factors.
that clarifies the description. 2. External factors
3. Long-lasting memory of students.  Social factors consisting of, family environment, school,
4. Able to involve students' activeness in learning. community and group environment;
 Socio-cultural factors such as customs, science,
Especially for elementary students, especially those in technology, and the arts;
low-grade classes, the teaching aids used must not only be  Physical environmental factors: housing facilities,
able to actively involve students in learning, but must ensure learning facilities, and climate;
the safety of these students in their use while minimizing the  Religious spiritual environmental factors.
level of damage to the props against use, made of strong but
harmless materials. for students, for example, wood, Learning outcomes achieved by students through the
cardboard, and cloth (Muhsetyo, 2007:p.2.20). optimal teaching and learning process are indicated by the
following characteristics (Sudjana, 2002:p.56):
The props used in this research are fractional blocks. 1. Satisfaction and pride can foster intrinsic learning
This teaching aid is made of wood so that it is safe and durable motivation in students. Students do not complain about
against use because the user is a second grade student of low performance and they will strive harder to improve or
elementary school who sometimes still can't be careful. These at least maintain what has been achieved.
props can be done while playing. Students can hold, separate, 2. Increase his confidence and abilities, meaning that he
combine, sort, and other practical activities in order to knows his own abilities and believes that he has potential
understand mathematics learning material about fractions. The that is not inferior to others if he tries as he should.
use of these props is expected to concretize abstract 3. The learning outcomes achieved are meaningful for him,
mathematical concepts and increase student concentration and such as being long-lasting, shaping behavior, useful for
motivation if done while playing (Chizary & Farhangi, 2017; learning other aspects, willingness, and ability to develop
Spector, Merrill, Elen, & Bishop, 2014). Examples of creativity.
fractional block props as shown in the following figure: 4. The learning outcomes obtained by students are
comprehensive (comprehensive), which includes
cognitive, knowledge or insight, affective (attitudes), and
psychomotor, skills or behavior.
5. Students' ability to control or assess and control
themselves, especially in assessing the results they
achieve as well as assessing and controlling the process
and learning efforts.

Learning outcomes are the terms used to express the

Fig 1. Examples of Fractional Blocks level of success achieved by a person after going through the
learning process. These three domains are the object of
C. Student Learning Outcomes assessment of learning outcomes. Mathematics learning
Learning outcomes are changes in behavior obtained by outcomes can be measured directly using learning outcomes
learning after experiencing learning activities (Budiningsih, tests. Learning outcome indicators help teachers and students
2012:p.14). While learning outcomes according to Sudjana are measure progress and, if done correctly, helps engage and
the abilities that students have after receiving their learning motivate students (Redfern, 2005:p.15). Based on the
experiences (Sudjana, 2002:p.22). From the two definitions description that has been stated, it can be concluded that
above, it can be concluded that learning outcomes are abilities learning outcomes are an indicator of the success achieved by
or skills possessed by students after these students experience students in their learning efforts.
learning activities.
D. Student Learning Motivations
Gagne said there are five categories of learning Motivation comes from the Latin word "movere" which
outcomes: verbal information, intellectual skills, cognitive means encouragement or directing. Motivation questions how
strategies, attitudes, and skills. Meanwhile, Bloom revealed to direct the power and potential of students so that they are
three teaching goals which are one's abilities that must be willing to work together productively so as to achieve or
achieved and are learning outcomes: cognitive, affective, and achieve predetermined goals (Setiawan & Soeharto, 2020).
psychomotor (Sudjana, 2002:p.22). The learning outcomes The term motivation also comes from the word motive which
achieved by students are influenced by two main factors, there can be interpreted as an effort to encourage someone to do
are factors within students (internal) and from outside something. Motive can be said as the driving force from
themselves (external). These factors can be detailed as follows within and within the subject to carry out certain activities in
(Thobroni, 2016:p.18): order to achieve a goal.
1. Internal factors
 Physical (physiological) factors, both innate and acquired Motivation, when viewed in terms of human needs,
from the surrounding environment; consists of; 1) physiological (primary needs that must be
 Psychological factors, which consist of motivation, satisfied), 2) security (inner, goods/objects), 3) social (feelings
emotions, and others; of love), 4) achievement (recognition from others), 5) self-

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actualization (Uno, Umar, & Panjaitan, 2014:p.61). the action hypothesis are carried out through several cycles
Motivation is the power that drives someone to do an action. with the following considerations (Sugiyono, 2015:p.55):
A student who has strong motivation will certainly study hard, 1. If the first cycle has been successful, then continue with
and vice versa. Motivation is intrinsic (from within) and the second cycle to test the consistency of the actions
extrinsic (from outside). Teachers must be able to move taken. If the test results in the first cycle are not different
student motivation from extrinsic to intrinsic (Setiawan & from the second cycle, then two cycles of testing can be
Soeharto, 2020) (Rachmawati & Daryanto, 2015). sufficient.
2. If the test in the first cycle has not been successful, then
The following principles must be met by learning to after reflection is carried out, the planning is then revised,
motivate students; 1) students must be actively involved in and testing is carried out in the second cycle. If the test in
their own learning: 2) teachers must be flexible and make the second cycle has been successful, then the consistency
adjustments to teaching and learning according to student is tested in the third cycle. If the results of the action test
needs; 3) consideration must be given to the motivation and in the second and third cycles do not differ, then the action
self-esteem of students as they become engaged in self- test can be terminated.
assessment (Middlewood, Richard, & Beere, 2005:p.171).
What is being experimented on or tried out is a plan of
Based on the explanation that has been given, the action or a hypothesis of action. Testing the action hypothesis
researcher concludes that learning motivation is the energy using pre-experimental design (non-designs) in the form of
that arises in students which becomes the impetus for One-Group Pretest-Posttest Design to compare conditions
achieving certain goals, namely achieving the desired learning before and after being given treatment/action. With this form,
outcomes. Furthermore, it can be said that to develop the the results of action can be known accurately (Sugiyono,
motivation to learn properly, what must be done as a teacher 2015:p.137-138).
are:
1. Designing or preparing interesting teaching materials. The treatment of this research is "the use of fractional
2. Conditions for active learning. blocks props". The experiment is "before-after", which is to
3. Using fun learning methods and techniques. compare student learning outcomes before the use of
4. Strive to meet the needs of students in learning (need to be fractional blocks props and after using fractional block props.
respected, not feel pressured). Success indicators are used as a reference in this study if the
5. Convince students that they can make achievements. learning outcomes have met the following:
6. Improve student work as soon as possible and convey the 1. Student motivation is in the high category.
results as soon as possible. 2. The average value of student learning outcomes reached
7. Tells the story of the value of learning material 70.
achievement and relates it to the real-life of students every 3. Students' learning completeness is at least 80%.
day.
B. Population
III. RESEARCH METHODOLOGY This research involved students of second grade at
elementary school 9 Simpang Rimba, South Bangka,
A. Research Design Indonesia in the 2019/2020 academic year. The number of
This research was a classroom action research. Action students who were the subject of this study amounted to 23
research is a distinctive approach to inquiry that is directly people, consisting of 11 female students and 12 male students.
relevant to classroom instruction and learning and provides the
means for teachers to enhance their teaching and improve C. Instruments
student learning (Stringer, 2014:p.1). This study uses the level The instruments used to observe changes in teacher work
2 action research model in which the researcher does not discipline are as follows. The score range refers to the five
conduct research to find problems and potentials, but directly Likert scale: 5 = very good; 4 = good; 3 = medium; 2 = bad; 1
tests actions that are believed to solve problems or can = very bad. In action research, the Likert scale is used to
increase work effectiveness and efficiency (Sugiyono, develop instruments to measure the attitudes, perceptions, and
2015:p.53). The steps are as shown in the following figure: opinions of a person or group of people on the potential and
problems of an object, action planning, and action results
(Stringer, 2014:p.84).

Indicators of student activeness can be seen in several

aspects, there are feelings of fun, attention, and interest in
learning. The following are an explanation of the indicators
for each aspect of student activity in learning (Sudjana,
2000:p.58):
Fig 2. The Test of Action Hypothesis Process
1. Feelings of fun
Fig 2. shows that the action hypothesis testing is carried Fun feelings are shown by a cheerful face, smiling, and
out using several cycles with the steps: planning, a friendly attitude in learning. The teacher notes the
implementing, observing, and reflecting. Activities in testing

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Volume 5, Issue 12, December – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
symptoms of feeling happy that the students show and gives a  Very High (VH) if the average score obtained is greater
score of 1-5 according to the intensity of the occurrence. than 4.21.
 High (H) if the average score obtained is greater than 3.4
2. Attentions to 4.21.
Attentions are shown by focusing on explanations,  Intermediate (I) if the average score obtained is greater
turning faces towards the teacher, not joking with friends, not than 2.59 to 3.4.
making noise/talking alone. The teacher records the attention  Low (L) if the average score obtained is greater than 1.79
symptoms shown by students and gives a score of 1-5 to 2.59.
according to the intensity of their occurrence.  Very Low (VL) if the average score obtained is less than
1.79.
3. Interest in learning
The students' interest was shown in learning such as 2. To test the second action hypothesis, descriptive statistical
taking notes, asking questions, answering questions, doing analysis was used through a comparison of the average
questions, and trying out props. The teacher records the value of student learning outcomes. Quantitative analysis
students' symptoms of attraction and gives a score of 1-5 techniques with descriptive statistics can be explained as
according to the intensity of their occurrence. an analytical technique used to analyze data by describing
or describing the collected data as it is without making
D. Data Collection generalized conclusions (Sugiyono, 2015:p.288).
Data collection techniques used in each cycle of this
research are observation and documentation. Observations IV. RESULTS
were made during the implementation of learning by utilizing
fractional blocks as props. When the learning process takes Based on the description and data analysis that has been
place, it will be observed how active students are in described, can be described the profile of the achievement of
participating in learning activities. The documentation learning motivation of second grade students of SD 9 Simpang
technique is used to obtain the achievement of learning Rimba, South Bangka Regency before and after learning using
outcomes before and after the action is taken. fractional block props as presented in the following table:
E. Data Analysis Chart 1. The Development of Student’s Learning Motivations
The data analysis technique used to test the hypothesis in
each action cycle as follows: 60%
1. To test the first action hypothesis, descriptive statistical
analysis was used by means of a comparison of the average 50%
student learning motivations before and after the use of
fractional block props. Student learning motivations are 40%
analyzed through a scale obtained from an assessment
instrument using a Likert scale. To determine the level of 30%
student learning motivations using scores: Very High = 5,
High = 4, Intermediate = 3, Low = 2, Very Low = 1 (Best 20%
& Kahn, 2006:p.331). The score is converted into a value
with a five scale so that the assessment criteria are obtained
10%
as presented in the following table:

Table 1. Likert Scale Conversion 0%

Before 1st cycle 2nd cycle
VL 9% 0% 0%
L 43% 13% 4%
I 35% 39% 26%
H 13% 39% 57%
VH 0% 9% 13%
Chart 1 shows the achievement of students' learning
motivation if sorted according to level criteria. Before the
implementation of the action, it was found that many students
had low motivation. As actions are taken, students slowly
begin to show active learning motivation. This was
consistently shown until second cycle. The use of fractional
From the assessment criteria shown in Table 1, it is blocks is able to motivate students to learn about fraction. The
obtained the standard level of student learning motivtions with achievement of student learning motivations in detail are
the following details: presented in the following table:

Table 2. Summary of Student Motivations Score's

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Volume 5, Issue 12, December – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Aspect of Student Learning Motivations
Number
of cycles Feeling
Interest Attention Mean
fun
1st 3.47 3.21 3.6 3.43 100
2nd 3.95 3.82 3.95 3.91 80 80.2
Mean 3.71 3.52 3.78 3.67
Before the 60 65 73.7
2.52 2.34 2.69 2.52
action
40
Table 2 provides information that the mean achievement
20
of student learning motivations before the action is 2.52 (low).
When observed after the use of fractional blocks the mean 0
score in the first cycle increased to 3.43 (high), increased
again in the second cycle to 3.91 (high). This means that Before
1st Cycle
student learning motivations have an increasing trend. As 2nd Cycle
shown in the following chart:

Chart 2. Increase of Student Learning Motivations

Chart 3 shows the consistency of improving student

learning outcomes before and after taking action. This shows
4 that the use of fraction blocks as a teaching aid in mathematics
3.91
learning fractions material can consistently improve student
3 3.43 learning outcomes. Before the action was taken, the student
2.52 learning outcomes score only reached 65, still below the
2
minimum criteria set at 70. As for the action in the first cycle,
1 the average score of learning outcomes increased to 73.7, and
in the second cycle continued to increase to 80.2. The increase
0 in the average student learning outcomes shows an increase in
Before student learning completeness as shown in the following
1st Cycle graph:
2nd Cycle
Chart 4. Student Learning Completeness

Chart 2 shows a significant increase in the achievement

of student learning motivation between before and after taking 100% 100%
action in the form of utilizing fraction blocks in learning 80%
mathematics in fractions material. Based on this graph, it can 78%
be interpreted that before the action is carried out, the majority 60%
of students have a low level of learning activeness. On an 40%
ongoing basis, in the application of each action cycle, student 39%
learning outcomes have increased steadily. This shows that the 20%
consistency of student learning activeness is maintained by the 0%
use of fraction blocks in learning mathematics especially the
Before
matter of fractions. 1st Cycle
2nd Cycle
It cannot be denied that increasing student learning
motivations directly affects students' interest in carrying out
various learning activities in order to understand the learning
material that has been prepared. This is what causes an Related to the completeness of learning outcomes, Chart
increase in student learning outcomes as evidenced by the 4 informs an increase in the number of students who meet the
increase in the average value of student learning outcomes minimum criteria set at 70 which is determined as a
before and after the action. Details are presented in the requirement for learning completeness. Before the action was
following table: taken, the students' learning completeness was 39%. In the
first cycle, it increased to 78%, and in the second cycle, it
increased again and even reached 100%.

V. DISCUSSION
Chart 3. Students Achievement Scores

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Daily activities cannot be separated from the role of For elementary students, especially those in low-grade,
mathematics. Starting from simple things when calculating the props used must not only be able to actively involve
household needs, as well as more complex needs related to the students in learning but also must ensure the safety of these
development of science. Learning mathematics is essentially students in their use while minimizing the level of damage to
learning concepts, conceptual structures, and looking for the props against use, made from strong materials but not
relationships between concepts and their structures (Kenedi et hazardous to students, for example, wood, cardboard, and
al., 2019; Phonapichat et al., 2014). Mathematics can be seen cloth (Muhsetyo, 2007:p.2.20).
as a way to get the truth about something. This method
involves deductive reasoning, in which the truth of a concept The fractional block props used in this study are made of
or statement is obtained as a logical result of the previous truth wood so that they are safe and durable against use because the
so that the relationship between concepts or statements in users are second grade students of elementary school who
mathematics is consistent. sometimes still cannot be careful. These props can be done
while playing. Students can hold, separate, combine, sort, and
For elementary students, understanding mathematics other practical activities in order to understand mathematics
with deductive reasoning is certainly very difficult, especially learning material about fractions. The use of this teaching aid
considering the inadequate ability to translate abstract is expected to be able to concretize abstract mathematical
concepts. So that learning and understanding of concepts can concepts and increase student concentration if done while
be initiated inductively through the experience of real events playing (Chizary & Farhangi, 2017:p.237).
or intuition. Therefore mathematics learning in elementary
school should emphasize the process of providing learning Implementation of learning using fractional block props
experiences to students through a series of planned activities follows the following procedure: 1) the teacher prepares
so that the competence of the mathematics material being fractional block props; 2) the teacher explains the concepts of
studied is achieved (Muhsetyo, 2007:p.1.26). fractions ½, 1/3, and ¼ as well as demonstrating them using the
fractional blocks; 3) students are divided into small groups; 4)
One of the matters in mathematics for elementary school each group is given a package of fractional blocks according
is fractions. The provision of this matter is based on the to the concept of fractions ½, 1/3, and ¼; 5) the teacher
complexity of the needs of human life which sometimes distributes student worksheets; 6) each student in the group
cannot be met by calculating using integers. Things that practices the fraction blocks and fills in their worksheets; 7)
cannot be fulfilled by the existence of integers include stating the teacher checks the results of the student worksheets; 8) the
some of the same parts of the whole, stating the number of teacher again explains the concepts of fractions ½, 1/3, and ¼
several objects from a number of objects, calculating the as well as demonstrating them using the fraction blocks to
percentage of parts, and much more (Muhsetyo, 2007:p.4.4). strengthen students' understanding.
For elementary school students, giving material about
fractions is mainly to foster reasoning power in solving Students easily understand the concept of the material
complex problems in a simple way. It is expected that students presented by practicing it using fractional blocks. In addition,
will be mentally trained to compete and not give up easily. students feel interested in learning because what is in front of
them is a real object that can help them learn the material and
Even so, in studying fractions of second grade of not just an oral explanation. The division of small groups
elementary school, students still often encounter difficulties allows the intensity of the experiment done by each student to
regarding their cognitive balance which has long been be more than if it was done classically. This further adds to the
established that the numbers are intact. This difficulty requires student's understanding of the fraction material because he can
the teacher to be able to provide views and invite students to repeat it again and again until he really understands. Another
have a new paradigm, that sometimes a calculation cannot be interesting thing is that learning is not boring for students, as
completed by only referring to integer calculations. The evidenced by the high learning motivation of students in
delivery should link students' real experiences, making it trying, asking questions, and helping to explain to their
easier for students to grasp the abstractness of the material in a friends.
tangible form that they can feel. In the next development, if
students have mastered the concept, calculations can be done The learning condition after this action is the opposite of
that involve abstract reasoning students. what happened before the use of fractional blocks in learning.
In the initial conditions, students are less interested in learning
For low-grade elementary school students, learning mathematics, which causes them not to participate in learning
mathematics can be assisted by the use of teaching aids that wholeheartedly. Low motivation so that learning outcomes are
act as manipulative materials in order to understand also low. This is indicated by the student's motivation score
mathematics learning material (Saleh et al., 2018). This which reaches 2.52 which is in the low category. The average
manipulative material serves to simplify difficult concepts, student learning outcomes reached 65.0 out of a scale of 100.
present relatively abstract materials to be more concrete, Students' completeness only reached 39%. The low
explain definitions or concepts more concretely, explain mathematics achievement of students is caused by learning
certain properties related to calculating (operations) and the that does not pay attention to the characteristics of the material
properties of geometric shapes, and show the facts (Muhsetyo, and students. The abstract concept of mathematics is still
2007:p.2.20). difficult for students to understand if learning is not assisted
by the use of props.

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Volume 5, Issue 12, December – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Education (10th ed., Vol. 28). Boston: Pearson.
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After the action, there was a consistent increase in [2]. Boonen, A. J. H., & Jolles, J. (2015). Second Grade
student motivation. At the end of the second cycle, the Elementary School Students? Differing Performance on
students' motivation score reached 3.91 or was included in the Combine, Change and Compare Word Problems.
high category. Student learning outcomes reached 80.2 and International Journal of School and Cognitive
learning completeness reached 100%. This achievement Psychology, 2(2), 2–7. https://doi.org/10.4172/2469-
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teaching aids. Increased learning activities will also encourage [4]. Budiningsih, C. A. (2017). Karakteristik Siswa sebagai
students' willingness to study the material correctly, so as to Pijakan Pembelajaran. Yogyakarta: UNY Press.
improve their learning outcomes. [5]. Chizary, F., & Farhangi, A. (2017). Efficiency of
Educational Games on Mathematics Learning of
To determine the achievement of the effectiveness of Students at Second Grade of Primary School. Journal
learning using the use of fractional block props to increase of History Culture and Art Research, 6(1), 232.
student activity and learning outcomes, a comparison before https://doi.org/10.7596/taksad.v6i1.738
and after the action (N-Gain) was used. N-Gain for student [6]. Kenedi, A. K., Helsa, Y., Ariani, Y., Zainil, M., &
learning motivations reached 46.49% and N-Gain for student Hendri, S. (2019). Mathematical connection of
learning outcomes reached 34.16%. So, based on the elementary school students to solve mathematical
discussion of the research results, it can be concluded that: 1) problems. Journal on Mathematics Education, 10(1),
the use of fractional blocks can improve student motivations in 69–79. https://doi.org/10.22342/jme.10.1.5416.69-80
mathematics, and 2) the use of fractional blocks can improve [7]. Middlewood, D., Richard, P., & Beere, J. (2005).
the mathematics results, in the second grade of elementary Creating a Learning School. London: Paul Chapman.
school especially fractions at SD 9 Simpang Rimba, South [8]. Muhsetyo, G. (2007). Pembelajaran Matematika SD.
Bangka, Indonesia are proven empirical or acceptable. Jakarta: Universitas Terbuka.
[9]. Phonapichat, P., Wongwanich, S., & Sujiva, S. (2014).
VI. CONCLUSIONS AND SUGGESTIONS An Analysis of Elementary School Students’
Difficulties in Mathematical Problem Solving. Procedia
The use of fractional blocks can improve student - Social and Behavioral Sciences, 116(2012), 3169–
motivations and learning results in mathematics especially the 3174. https://doi.org/10.1016/j.sbspro.2014.01.728
subject of fractions in the second grade of elementary school [10]. Prihandoko, A. C. (2006). Memahami Konsep
The steps for utilizing the fractional blocks in instructional Matematika Secara Benar dan Menyajikannya dengan
follows the following procedure: 1) the teacher prepares Menarik. Jakarta: Departemen Pendidikan Nasional
fractional block props; 2) the teacher explains the concepts of Direktorat Jenderal Pendidikan Tinggi Direktorat
fractions ½, 1/3, and ¼ as well as demonstrating them using the Ketenagaan.
fractional blocks; 3) students are divided into small groups; 4) [11]. Purnomo, Y. W., Widowati, C., & Ulfah, S. (2019).
each group is given a package of fractional blocks according Incomprehension of the Indonesian Elementary School
to the concept of fractions ½, 1/3, and ¼; 5) the teacher Students on Fraction Division Problem. Infinity Journal,
distributes student worksheets; 6) each student in the group 8(1), 57. https://doi.org/10.22460/infinity.v8i1.p57-74
practices the fraction blocks and fills in their worksheets; 7) [12]. Purnomosidi. (2017). Kebersamaan: Buku Guru Kelas
the teacher checks the results of the student worksheets; 8) the II Tematik Terpadu Kurikulum 2013. Jakarta:
teacher again explains the concepts of fractions ½, 1/3, and ¼ Kementerian Pendidikan dan Kebudayaan.
as well as demonstrating them using the fraction blocks to [13]. Rachmawati, T., & Daryanto. (2015). Teori Belajar dan
strengthen students' understanding. Proses Pembelajaran yang Mendidik. Yogyakarta:
Gava Media.
Fractional blocks can be used as learning tools to [14]. Redfern, A. (2005). The Essential Guide to Classroom
improve student motivations and learning outcomes in Practice: 200+ Strategies for Outstanding Teaching
mathematics especially fractions. Even so, further research is and Learning. London: Routledge.
needed to broadly enrich other practical steps in using the [15]. Saleh, M., Prahmana, R. C. I., Isa, M., & Murni. (2018).
fractional blocks widely. Improving the Reasoning Ability of Elementary School
Student through the Indonesian Realistic Mathematics
ACKNOWLEDGMENT Education. Journal on Mathematics Education, 9(1),
41–53. https://doi.org/10.22342/jme.9.1.5049.41-54
The authors are thankful to Education and Culture Office [16]. Setiawan, A., & Soeharto, S. (2020). Kahoot-Based
of South Bangka, Islands of Bangka Belitung, Indonesia, for Learning Game to Improve Mathematics Learning
supporting this research work. Motivation of Elementary School Students. Al-Jabar :
Jurnal Pendidikan Matematika, 11(1), 39–48.
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