The Effect of Number Card Media on Mathematical Problem-Solving Skills Regarding Number Concepts Among Second-Grade Students at SDN 09 Tengah

Abstract

Mathematics instruction in elementary schools continues to face various challenges, particularly regarding problem-solving skills in the topic of numbers. One contributing factor is the use of unengaging instructional media, which makes it difficult for students to grasp number concepts concretely. This study aims to determine the effect of using number card media on the mathematical problem-solving skills of second-grade students at SDN 09 Tengah regarding the topic of numbers. The study employs a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The population consists of all second-grade students at SDN 09 Tengah, while the sample comprises an experimental class taught using number card media and a control class taught using conventional methods. Data were collected via mathematical problem-solving tests administered before (pretest) and after (posttest) the intervention. Data analysis involved descriptive and inferential statistics, including prerequisite tests and hypothesis testing. The results indicate a significant effect of using number card media on students' mathematical problem-solving skills regarding number concepts. This is evidenced by a higher increase in the average posttest score in the experimental class compared to the control class, as well as hypothesis test results showing a significance value of less than 0.05 (p < 0.05). The use of number card media enhances the understanding of number concepts, fosters problem-solving thinking skills, and boosts student engagement and learning motivation during the instructional process.