Improving Fifth-Grade Students’ Learning Outcomes in Fraction Multiplication and Division Through Make a Match Assisted by Fraction Domino Cards

Abstract

This study aimed to improve the mathematics learning outcomes of fifth-grade students at SDN 10 Telaga on the topic of fraction multiplication and division through the implementation of the Make a Match cooperative learning model supported by fraction domino card media. This classroom action research was conducted over two cycles involving 19 students. Data were collected through classroom observations, written achievement tests consisting of multiple-choice and essay questions, and documentation. The pre-intervention data indicated that students' learning outcomes were relatively low, with only 43.0% of students achieving learning mastery. Following the implementation of the intervention, the percentage of students achieving learning mastery increased from 63.2% in Cycle I to 89.5% in Cycle II. Teacher performance also improved from 71.0% in Cycle I to 90.1% in Cycle II, while students' learning activities increased from 71.9% to 89.0% over the same period. Consequently, the predetermined research success criterion, requiring at least 80% of students to achieve learning mastery, was successfully attained in Cycle II. These findings indicate that implementing the Make a Match cooperative learning model supported by fraction domino card media effectively improved students' learning outcomes on fraction multiplication and division among fifth-grade students at SDN 10 Telaga.