PENGEMBANGAN HUKUM KEKEKALAN BILANGAN UNTUK MENGUKUR KESIAPAN SISWA BELAJAR MATEMATIKA DI KELAS I SEKOLAH DASAR

Neng Dewi Yuliana, - and Karlimah, - and Elang Suhamdani, - (2025) PENGEMBANGAN HUKUM KEKEKALAN BILANGAN UNTUK MENGUKUR KESIAPAN SISWA BELAJAR MATEMATIKA DI KELAS I SEKOLAH DASAR. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Kemampuan memahami Hukum Kekekalan Bilangan merupakan salah satu indikator penting kesiapan siswa dalam belajar matematika di kelas awal sekolah dasar. Fakta di lapangan menunjukkan bahwa sebagian siswa kelas I masih belum memahami bahwa banyaknya objek tetap sama meskipun bentuk atau susunannya berubah, terutama pada prinsip kompensasi. Kondisi ini diperparah dengan ketiadaan instrumen asesmen yang praktis, kontekstual, dan sesuai dengan tahap perkembangan kognitif anak. Penelitian ini bertujuan untuk mengembangkan alat ukur kesiapan belajar matematika berbasis pada tiga prinsip Hukum Kekekalan Bilangan menurut Piaget, yaitu identitas, pembalikan, dan kompensasi, serta menilai kelayakan, kepraktisan, dan efektivitasnya dalam pembelajaran di kelas I sekolah dasar. Metode yang digunakan adalah Design-Based Research (DBR) yang terdiri atas empat tahap: identifikasi dan analisis masalah, pengembangan solusi awal, implementasi di lapangan, dan refleksi terhadap hasil implementasi. Subjek penelitian melibatkan 25 siswa kelas I SDN 2 Sukamaju Kota Tasikmalaya, satu guru kelas I, serta dua validator ahli, yaitu ahli matematika dan ahli pengembangan instrumen penilaian pendidikan. Instrumen penelitian mencakup tes Hukum Kekekalan Bilangan, lembar observasi, wawancara, dan validasi ahli. Hasil validasi menunjukkan bahwa produk berada pada kategori sangat layak (rata-rata skor 96,4%) dengan revisi minor berupa penambahan ilustrasi visual untuk memperjelas instruksi penggunaan media konkret. Implementasi awal menunjukkan bahwa guru dapat menggunakan alat ukur secara praktis, sedangkan siswa menunjukkan keterlibatan aktif, komentar positif, dan peningkatan pemahaman konsep. Observasi terhadap guru dan siswa mengindikasikan bahwa produk ini mendukung diagnosis kesiapan belajar matematika secara akurat melalui pendekatan manipulatif. Produk akhir berupa buku panduan guru berisi 33 butir pertanyaan berbasis media kancing yang aplikatif, kontekstual, dan sesuai dengan karakteristik perkembangan anak usia dini, serta berpotensi digunakan secara lebih luas pada asesmen formatif di kelas awal sekolah dasar. The ability to understand the Number Conservation Principle is one of the key indicators of students’ readiness to learn mathematics in the early years of primary school. Field findings show that some Grade 1 students still do not understand that the number of objects remains the same even when their shape or arrangement changes, particularly in the compensation principle. This condition is exacerbated by the absence of an assessment instrument that is practical, contextual, and aligned with the cognitive development stage of young learners. This study aims to develop a mathematics learning readiness assessment tool based on Piaget’s three principles of the Number Conservation Principle—identity, reversibility, and compensation—and to evaluate its validity, practicality, and effectiveness in Grade 1 mathematics learning. This research employed the Design-Based Research (DBR) approach, consisting of four phases: problem identification and analysis, initial solution development, field implementation, and reflection on the implementation results. The research subjects comprised 25 Grade 1 students at SDN 2 Sukamaju, Kota Tasikmalaya, one Grade 1 teacher, and two expert validators: a mathematics expert and an educational assessment instrument development expert. The research instruments included a Number Conservation Principle test, observation sheets, interviews, and expert validation forms. The validation results indicated that the product was rated as highly feasible (average score of 96.4%), with minor revisions such as adding visual illustrations to clarify the instructions for using concrete media. The initial implementation showed that the teacher could use the assessment tool practically, while students demonstrated active engagement, positive responses, and improved conceptual understanding. Observations of both teachers and students indicated that this product supports accurate diagnosis of mathematics learning readiness through a manipulative-based approach. The final product is a teacher’s guidebook containing 33 question items using bead media, which is applicable, contextual, and appropriate to the developmental characteristics of young learners, with potential for wider use in formative assessments in early primary school.

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Item Type:	Thesis (S2)
Additional Information:	ID SINTA Dosen Pembimbing: Karlimah: 5982248 Elan: 6736627
Uncontrolled Keywords:	alat ukur, hukum kekekalan bilangan, kesiapan belajar, sekolah dasar assessment tool, number conservation principle, learning readiness, primary school
Subjects:	L Education > L Education (General)
Divisions:	UPI Kampus Tasikmalaya > PGSD S2 UPI Kampus Tasikmalaya
Depositing User:	Neng Dewi Yuliana
Date Deposited:	22 Sep 2025 06:38
Last Modified:	22 Sep 2025 06:38
URI:	http://repository.upi.edu/id/eprint/140067

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