PENGEMBANGAN MODUL AJAR DAN LKPD BERBASIS PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS II SEKOLAH DASAR MATERI PENJUMLAHAN

Abstract

This study aims to develop and evaluate a Problem Based Learning (PBL)-based
teaching module and student worksheet (LKPD) to improve second-grade students’
understanding of addition without regrouping. The study is motivated by conceptual
difficulties often faced by lower-grade students, who tend to memorize procedures
without understanding the relationships among numerical values, concrete
representations, and symbolic forms. This research employed a Research and
Development (R&D) approach using a simplified Plomp model through preliminary
research, development, and evaluation stages. The learning design refers to
Arends’ five-phase PBL syntax: problem orientation, organizing learning, guiding
inquiry, developing and presenting results, and evaluating the problem-solving
process. The findings show that the implementation reached a 96% completion rate
in PBL syntax, categorized as “very good.” Student engagement reached 92%,
demonstrated through group discussions, manipulation of concrete objects, and
presentations. In the individual evaluation, 23 out of 25 students (92%) achieved
mastery, while two required remedial support due to errors in counting tens.
Additionally, 88% of students successfully transitioned from concrete representation
to symbolic notation. Challenges encountered included classroom noise, uneven
participation among several students, and limited investigation time; however, these
were resolved through simplified teacher instructions and structured guidance.
Overall, the PBL-based module and LKPD proved practical, effective, and feasible,
and show potential for wider implementation in early-grade mathematics learning to
enhance conceptual understanding and collaborative skills.