Development of Mathematics Textbook Based on the Concrete, Pictorial, Abstract (CPA) Number Approach for MI Students in Sedan District, Rembang City
DOI:
https://doi.org/10.53797/ujssh.v3i1.16.2024Keywords:
Textbooks, mathematics, CPA approach, learning outcomesAbstract
This study aims to develop a mathematics textbook using the Concrete, Pictorial, Abstract (CPA) approach to enhance learning outcomes for Grade 1 students at Madrasah Ibtidaiyah (MI). The research evaluates the feasibility and effectiveness of the CPA-based textbook. Employing a Research and Development (R&D) design, the study follows ten steps: Research and Information Collecting, Planning, Preliminary Product Development, Preliminary Field Testing, Main Product Revision, Main Field Testing, Operational Product Revision, Operational Field Testing, Final Product Revision, and Dissemination and Implementation. The sample comprises Grade 1 students selected via purposive sampling. Both quantitative and qualitative data were gathered through interviews, observations, questionnaires, tests, and validation instruments. Data analysis using a t-test revealed significant improvements in learning outcomes, with pre-test and post-test scores of 21.23 and 34.27, respectively, and a significance value of 0.000 < 0.05. Validation ratings were 95.8% (media experts), 87.5% (material experts), and 92% (linguists). Teacher and student questionnaires scored 92% and 85%, respectively. The study concludes that the CPA-based textbook is effective for teaching mathematics to Grade 1 students, particularly in understanding numbers.
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