Volume 3 Number 6 June 2024

E-ISSN: 2963-2900 | P-ISSN: 2964-9048

https://jmi.rivierapublishing.id/index.php/rp

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Use of Ice Cream Stick Props to Improve Mathematics Learning Outcomes Addition and Subtraction Material For Grade I Students of MI Hidayatul Mubtadiin New

Samirih

STKIP NU Indramayu

Email: [email protected]

Abstract

The background of this research was � low mathematics calculation operations, addition, and subtraction in mathematics subjects found in the learners at Islamic Primary School Hidayatul Mubtadiin New Kedungwungu. This Classroom Action Research applied the Kemmis & Taggar model, starting from planning, acting, observing, and reflecting to improve the mathematics learning outcomes of the learners. The population consisted of first graders of Islamic Primary School Hidayatul Mubtadiin New who could not do addition and subtraction operations. The population also became the research sample that received mathematics learning with ice cream stick properties for three cycles. The researchers collected the data using Observation, tests, documentation, and interviews to analyze descriptively. The results showed increased learning outcomes for the learners after using the ice cream stick property for learning mathematics within the materials of addition and subtraction. The results showed that the learners could reach the minimum mastery completion on each cycle. In cycle I, six learners, or 30% of learners, passed the minimum completion. In cycle II, the numbers increased to 13 learners, 65%. Then, in cycle III, the numbers improved to 17 learners, 85%. From the results, the researchers suggested schools provide proper property facilities and infrastructure for the teachers. The researchers also recommend that teachers apply the ice cream stick property to mathematics learning. The teachers must also consider the learners' skills.

Keywords: Operational calculation, ice cream stick properly

Corresponding Author: Samirih

E-mail: [email protected]

INTRODUCTION

A. Background

Teaching and Learning Activities (KBM) in the era of implementing the 2013 curriculum is an important issue in order to improve the quality of education today. The main target that is often discussed in academic circles is improving the quality of education based on the willingness and enthusiasm of student learning, combined with the success of a teacher in the implementation of the teaching and learning process in schools. Teachers, as determinants of educational success, need to use the right learning methods and strategies because learning activities are closely related to learning outcomes. The purpose of learning is so important that the learning process becomes the main highlight to produce the next generation of the nation who are smart, skilled, and independent. Educational problems always arise along with the development and improvement of students' abilities, existing environmental situations and conditions, the influence of information and culture and the development of science and technology.

Mathematics is the science of logic regarding forms, arrangements, magnitudes, and concepts that are interconnected with one another (Augustinus Subekti, 2011). Mathematics is actually a science that trains us to think and strengthen logic. Various points of view in mathematics need to be understood by mathematics educators in schools so that mathematics learning not only explains mathematical concepts but educators act more as facilitators (Dassa, 2018).

According to Juliana and Surya (2017), the teaching and learning process of mathematics will be meaningful if the material provided by the teacher to students can be understood. Learning mathematics in elementary school has the aim of developing the ability to think more deeply. This ability requires thinking that can be developed with the learning process through relevant, innovative approaches. In every opportunity to learn mathematics it should start by introducing problems which are in accordance with the world of students to be studied. By posing problems that are developing, or even those that often occur in their environment, students can be directly guided gradually in order to master the understanding of mathematics.

Education is a conscious and planned effort to realize the learning process and learning atmosphere so that students actively develop their potential to have spiritual, religious, self-control, intelligence, personality, and noble character, and have the skills needed by students, when in society, nation and state (Akbar, 2017).

Learning objectives are the responsibility of teachers, who must be carefully selected and determined to create a meaningful learning process (Isman, 2011).

So that the learning delivered by the teacher can be understood by students. According to the Ministry of National Education (in Risqi & Surya, 2017) that one of the objectives of learning mathematics in schools is to train mindset and reasoning in drawing conclusions, develop the ability to solve problems, and develop the ability to provide information or communicate ideas through oral, written, pictures, graphs, maps, diagrams, etc.

The selection of appropriate learning tools is a reflection of teacher readiness in compiling media, tools, and learning resources that have an impact on changing student behaviour so that the harmony between the learning devices used and learning objectives tends to be strengthened (Mudlofir & Rusdiyah, 2016).

The problem that often arises for teachers in teaching today is the methods and media used. So far, many teachers still use the old learning method, namely the lecture method, so that learning is only teacher-centred. Even though new methods have emerged along with the development of sophisticated learning media,

Surya Windah (2017) stated that the learning models and approaches used by teachers in teaching, especially in mathematics lessons, must attract students more and involve students more in the mathematics learning process. Therefore, researchers concluded that mathematics subjects are considered very important in the educational process and require a strong understanding to improve the quality of mathematics learning,

The self-potential of students is able to help maximize learning in accordance with learning objectives, but the preparation of learning objectives must still be careful and full of consideration from educators. The innate potential of students is considered when formulating learning objectives (Mudlofir & Rusdiyah, 2016). School conditions that support the implementation of learning objectives can improve the relationship between teachers and students (Khuana & Khuana, 2017). Activities reflected on learning objectives consider motivation, learner state, task complexity, and environment (Dick & Carey, 2015).��

Learning can be said to be successful if students can receive and master the material well (Norhayati, 2017). Based on the above statement it can be concluded that. With the learning objectives, the teacher can summarize and design a learning model that is suitable for the surrounding environment and the teacher will understand what kind of learning he will present to students so that the lessons he delivers can be captured by students.

From observations and interviews with first-grade teachers at MI Hidayatul Mubtadiin, I noticed that new learners have difficulty learning mathematical calculation operations of addition and subtraction. There are even students who cannot count smoothly and do not know numbers because most first-grade students do not go to kindergarten first. Based on the explanation above, researchers will learn mathematics operations, calculating, adding and subtracting using ice cream stick media with the subject of first-grade students at MI Hidayatul Mubtadiin New, with the aim of being able to improve students' numeracy skills.

B. Identify the Problem

Based on the background description above, the following are some problems related to research conducted by first grade students at MI Hidayatul Mubtadiin New Kedungwungu, unable to use addition and subtraction calculation operations in mathematics lessons.

a. Lack of student motivation

b. Learning objectives have not been maximally achieved

c. Incompatibility of tools/media

d. Students are passive because the method used is not appropriate

e. Children's activeness during KBM is less

f. A small percentage of students have not been able to distinguish numbers

C. Problem Statement

Based on the limitations of the problem above, the researcher will only discuss the following problems:

1. What are the steps for using ice cream stick props in improving students' ability to use first-grade math addition and subtraction calculation operations?

2. How can learning outcomes in mathematics lessons on the material of calculating operations, addition, and subtraction students be improved after the application of ice cream stick props in mathematics learning of first-grade students?��

D. Research Objectives

The objectives of this study are as follows:

1. Steps for using ice cream stick props in improving the ability of students to use mathematical addition and subtraction calculation operations in first grade students.

2. To determine the improvement of student learning outcomes after applying ice cream stick props in improving the ability of students to use mathematical addition and subtraction calculation operations in first grade students.

Research Benefits

The benefits of research are divided into two benefits, namely, theoretical benefits and practical benefits.

1. Theoretical Benefits

The benefits of this study are expected to improve the ability to use counting operations in MI first-grade students by using ice cream stick props

Practical Benefits

a. For Students

Improving the ability of first-grade students is expected to increase learning achievement for students at MI Hidayatul Mubtadiin New Kedungwungu school

b. For Teachers

With this research, teachers can learn how to use cream stick props to improve numeracy skills in students.

c. For Schools

This research can contribute to schools' efforts to improve the quality of learning. Especially in improving the ability to count students.

d. For Researchers

With this research, it is hoped that researchers can apply the knowledge that has been obtained when carrying out learning activities in lectures about models, methods, and learning media to improve the quality and learning outcomes, especially at the elementary school level.

RESEARCH METHODOLOGY

3.1. Research Methodology

3.1.1 Types of Research

The method that researchers will use in the Classroom Action Research method or in English terms is called Classroom Action Research (CAR), which is a research activity carried out in class. Sutama (in Nugroho et al. 2018). This research was conducted to overcome learning problems, especially in learning mathematics about addition and subtraction numbers in grade 1 students at MI Hidayatul Mubtadiin New.

According to Nazir (in Wulandari, D. 2017), the action research method is a study developed between researchers on variables that can be manipulated and immediately used to determine policy and development.

According to Arikunto (in Wulandari, D. 2017), the definition of class action research is a combination of several words that have their own meanings, namely:

a. Research is an activity that examines an object by using certain ways to obtain data and information in improving the quality of something that interests and is important for researchers.

b. Action is a movement of activities that are deliberately carried out with a specific purpose in research in the form of a series of activity cycles for students.

c. Class is a group of students who at the same time receive lessons in a classroom. From the above understanding, it can be concluded that the understanding of classroom action research is an examination of learning activities in the form of an action, which is deliberately raised and occurs in a class together. This action is given by the teacher or directed by the teacher and is carried out by the student.

Sukayati (2008) and Rahmat Fauzi et al. (2011) said that the objectives of PTK are:

1) Improve and improve learning

2) Improve the quality of education. ��

3) Foster academic culture in the school environment.

According to Mulyasa (2010), "PTK aims to improve the conditions and quality of classroom learning and improve professional services in the context of classroom learning, especially services to students". Many benefits are taken from the problem of PTK. According to Arikunto (2012), "the benefits of PTK are seen and studied in several components of classroom learning, including learning innovation, curriculum development at the national level, and improving educational professionalism". The benefits of PTK are as follows: According to the Directorate of Education and Energy Personnel Education Development,

3.2 Research Design

Design research on this design is based on a design model developed by Kemmis and Taggart. The reason for choosing the Kemmis model and Taggart is that it can be done several cycles repeatedly until the expected results are achieved. This design is a development of Kurt Lewin's design. According to Widayati A. (2008), "Kurt Lewin was the first to introduce action research. Kurt Lewin's PTK concept consists of four components, namely planning, acting, observing, and reflecting. The relationship of the four components is seen as a cycle."

The Kemmis and Taggart PTK model design is a development of Kurt Lewin's PTK model design, which consists of four stages:

Figure 2. Kemmis and Taggart PTK models

Slameto (in Wulandari D. 2017) Understanding classroom action is practical research to improve classroom learning so that it gets updates by conducting research. Such research is one of the efforts of teachers or practitioners in various activities carried out to improve the quality of learning in the classroom.

a. Population and Sample

The sample of this study was first grade students at MI Hidayatul Mubtadiin New who cannot yet use addition and subtraction calculation operations. While the population of this study is the result of an increase in the numeracy of first-grade students at MI Hidayatul Mubtadiin New Those who have not been able to use the operation of calculating addition and subtraction using ice cream stick props.

b. Data Collection

1. Data Collection Techniques

At this stage, collect all the data that has been obtained based on research. Data in this study was collected by following the pattern of actions taken. From the initial observation stage to the final stage of all actions. The type of data in this study is qualitative data. Qualitative data consists of data obtained from observation sheets and tests of student learning outcomes. The techniques used in collecting observational data and tests are as follows:

a. Observation

The observation sheet used is a structural observation. Structural Observation is characterized by relatively simple data recording associated with the availability of relatively detailed formats. The observation sheets used are:

1. Student Observation Sheet

Aspects observed include activity, responsibility, and cooperation.

2. �Teacher Observation Sheet

Aspects observed include classroom management, material mastery, and teacher creativity in using methods and learning media.

b. Test

A test is a series of tasks or questions and other tools used to measure skills, intelligence, abilities or talents possessed by individuals or groups (Arikunto, 2006). Researchers will use tests in the form of written tests in the form of fill-ins in mathematics lessons on the material of operations to calculate addition and subtraction.

c. Documentation

Documentation is finding and collecting data on matters in the form of notes, transcripts, books, newspapers, magazines, minutes, report cards, agendas, and so on (Arikunto, 2006). The DocumentationDocumentation that researchers collect includes observation sheets, transcripts, photos, learning implementation questions and others. Documentation: Documentation in this study is used as a support in collecting data, and data taken in the form of questions, observation sheets, and photographs is used when conducting research.

d. Interview

Interviews are one of several techniques in collecting data and information. Suhandang (in Rosi F.S.E.: 2016) said, "At first the interview technique was very rarely used, but in the 20th century it became the peak of achieving great journalistic work produced through interviews, interview techniques continue until now in the 21st century.

3.4.2. Data collection techniques

In order to obtain objective truth in data collection, it is necessary to have the right instruments so that the problems studied can be handled properly. The instruments used in this classroom action research are supporting instruments that are quite representative of the success of learning research, including the following:

a. Interview is an activity carried out by researchers to obtain information.

b. Observation, which is an activity carried out to observe the activities of students during the learning process using ice cream stick props used to determine the results of learning Mathematics addition and subtraction material after and before learning.

c. DocumentationDocumentation, which is used to find out data related to the values and identity of grade I students of MI Hidayatul Mubtadiin New

d. Test is a series of assignments or questions and other tools used to measure the skills, knowledge, intelligence, abilities or talents possessed by individual learners or groups.

3.4.3. Data Analysis Techniques

In this study, the analytical technique used is a descriptive analysis technique (analysis as is), which analyzes the results of observations on descriptive techniques qualitatively. The descriptive technique of analysis describes existing data that has been collected by researchers and summarizes it as simply as possible.

According to Arikunto (in Nugroho, 2010) data analysis is an effort to select, sort, discard, classify and arrange into categorization, clarify data to answer the main question of what theme is mentioned in the data.

Data analysis is carried out through reflection at each stage of the action cycle. By doing this activity, teachers as researchers will have deep and authentic insights, which are very helpful in interpreting or giving meaning to the results. Observation data is analyzed to determine student activities in mathematics subjects, using ice cream stick props, in the learning process guided by student activity observation sheets. Observations are shown to students and teachers during learning. Assessment, as seen from the results of scores on observation sheets, is qualified to determine how much activity students have in following the learning process.

Each cycle is obtained from the average percentage of student activity at each meeting. Data from observations of student activities in the learning process are calculated by adding up the activities carried out, and then each activity is a percentage. The formula for calculating the percentage is used as follows (Purwanto, 2009). The percentage of learning activity of each learner and teacher is obtained by the formula:

Information:

FV = Final Value

OS = Observation Score

MS= Max Score

Total value

Assessment of the steps to use teaching aids for students and the performance of research teachers using score weights:

1 = Less

2 = Enough��

3 = Good

Four = Very good

1. Analysis of student learning outcomes

The data obtained in this study was analyzed using percentages and referring to the learning completeness value determined by the school, with the value that must be obtained by students for completeness in learning is 80% of all students who follow the learning process have reached KKN of 70. with the formula below.

Average learning outcomes:

Information:

X�� = Average rating

Ʃx�� = Number of all student grades

Ʃn�� = Number of learners

Learning Completeness Assessment

To find out the completeness of student learning can be done by calculating the percentage of learning completeness using the following formula:

RESULTS AND DISCUSSION

�A.� Cycle Planning I

The first data set that researchers consider to be the initial guideline for research is pretax data. Pretas itself is carried out as a benchmark of knowledge for students before conducting research using ice cream stick props. The data will later be used as basic data before taking Action.

The preliminary data that researchers conducted on grade 1 students of MI Hidayatul Mubtadiin New on Tuesday, September 27, 2022. The following are the results of the students' pretest at the first meeting in cycle 1 in completing the test questions. Namely, there was only 1 participant out of 20 participants who were declared complete with a percentage of 5%, and 19 others had not been declared complete with a percentage of 95%, which can be seen from the graph below:

Based on initial observations, it can be known from 20 students as many as one student has completed reaching KKM or with a percentage of 5%. Meanwhile, 19 students have not completed or have not reached KKM, with a 95% percentage. Therefore, researchers planned a classroom action research using ice cream stick props to improve the learning outcomes of grade 1 MI Hidayatul Mubtadiin New students. The planning in cycle 1 is as follows:

1). Prepare RPP, which is then consulted with supervisors and expert lecturers and MI Hidayatul Mubtadiin New teachers as learning guidelines to be implemented

2). Compile and prepare learning application sheets. This sheet is used to assess teachers in the classroom when teaching mathematics addition and subtraction material as observational data for researchers

3). Prepare teaching materials and ice cream stick props to help solve addition and subtraction math problems.

4). Prepare 10-question multiple-choice question sheets for learners.

The action planning in the next cycle, namely cycle II and cycle III, will be made similar to cycle I planning but further, improve student learning activities and student learning outcomes in cycles II and III to be better than the previous cycle

B. Implementation of Cycle I

The next stage of this learning research activity uses material on the operations of counting, adding and subtracting numbers

1. Implementation of First cycle Actions

a. Initial Activities

Students pray together before learning begins, and then the researcher explains the material to be learned today, which is about the addition and subtraction of numbers. Inform students about the importance of learning the material of addition and subtraction of numbers.

b. Core Activities

The initial stage is the teacher distributing ice cream stick props, followed by distributing questions to students one by one and then modelling how to use ice cream stick props. Then, the teacher reads the question, emphasizes the section containing the Number of numbers, and asks the students to demonstrate ice cream stick props to calculate the addition and subtraction of numbers. The teacher asks what numbers are listed on the question, and the travelling teacher pays attention to how the students work and re-explains individually if there are students who do not understand

c. Concluding Activities

In closing, the teacher reviewed all the activities that had been held and asked students to reflect on today's activities. The teacher also told students to study together with their parents at home. After the lesson is over, the teacher leads the reading of the prayer before going home.

C. Observation cycle I

1. Observation of teacher activities

Observation activities are carried out with the aim of finding out whether the teaching and learning process in cycle 1 is in accordance with the plans that have been made or not appropriate. And focus on the teaching and learning activities for students and teachers.

It is known that the results of teacher observations in cycle 1 resulted in a score of 15 with an average score of 3, with a percentage of 75%, while the maximum Score was 20. From these results, researchers were declared quite good in the use of ice cream stick props, material mastery, presentation and motivation to students.

2. Observation of student activity cycle I

Based on observations on the learning process with ice cream stick props, researchers make the results of observations of situations and activities in the classroom as guidelines in the learning process.

From the results of the learning activities of grade 1 students of MI Hidayatul Mubtadiin New using ice cream stick props, it was declared not good with the results of a total score assessment of 25 out of a maximum score of 52. From these results, students must pay more attention to the learning taught by the teacher, be more active in responding to teacher questions, and have the initiative to ask the teacher anything that has not been understood. From the table data above, it can be seen that student learning interest is still low, with some students not completing the questions given by the teacher, the Lack of attention of students to the teacher when the educator explains how teaching aids work and how to solve addition and subtraction material problems, and the Lack of student activity to ask and convey ideas to complete the material.

3. Learning outcomes of cycle I

The learning results in cycle I during the second meeting, namely on Thursday, September 29, 2022, were taken by giving test questions in the form of story questions on multiple-choice questions. There was an increase in cycle I from the pretax, and in cycle I, there was a total of 20 students, 6 of whom had been declared complete to reach the KKN standard with a percentage of 30%. At the same time, the other 14 students have not reached completion or have not reached the KKN standard with a percentage of 70%. The results of learning carried out in the first cycle were tested on grade 1 students of MI Hidayatul Mubtadiin New.

The results showed that the number of students who completed the first cycle at the second meeting amounted to 6 students, including ADZ, CAP, FHM, FZS, MHS, and MAA. The students who have not been declared complete are 14 students, including AY, AN, AP, AF, ADA, AZP, AM, ATA, DA, DN, MA, JHAF, KL, and MR. with the following graphic display:

Figure 4.2 Graph of Improvement in Learning Outcomes of Learners Cycle I

Based on the table above, it can be seen that the completeness of students in the first cycle at the first meeting on Wednesday, September 28, 2022, namely, as many as one student out of 20 students was declared complete, and the remaining 19 students were declared incomplete. With a pretest of 5%. Meanwhile, at the second meeting held on Thursday, September 29, 2022, after practising using aids with ice cream stick props, the Number of students who were declared complete increased to 6 students or 30% of all students. The Number of 14, or 70% of students, has not been declared complete.

D. Reflection cycle I

From the observations by the teacher, researchers were stated to be quite good in the use of ice cream stick props, mastery of the material, presentation and motivation to students.

Meanwhile, the results of learning activities of grade 1 MI Hidayatul Mubtadiin New students using ice cream stick props were declared not good or lacking. From the data above, it can be concluded that there is an increase in mathematics learning outcomes of addition and subtraction of numbers in cycle I. Although the results of the increase are far from what was expected, it can be concluded that the use of ice cream stick props can improve the results of students' grades from before.

Based on the level of student learning success, the increase in learning outcomes in the first cycle, with a percentage of 30%, can be categorized as lacking and not reaching the level of completeness expected by teachers or examiners. So, with this, research will carry out further actions in the next cycle with the aim of improving student learning outcomes on the operation material of subtraction and addition of mathematical numbers with ice cream stick props.

Based on the reflection of cycle I, there are still many shortcomings as a consideration for researchers, so there is a need for revisions that must be made to student learning activities during cycle II research, namely:

a. The teacher must clarify the voice when explaining the material

b. The teacher reviews the questions in cycle I along with the right answers

c. Explain with proper and clear intonation

d. Teachers provide additional value to students who are active during learning

, e. Penalize students who do not comply with regulations

f. Carry out the discussion as best as possible according to plan.

2. Cycle II

In the second cycle of research conducted on grade 1 students of MI Hidayatul Mubtadiin New, the second cycle was also carried out in 2 meetings, namely on Monday, October 10, 2022. Meanwhile, the second meeting was held on Thursday, October 13, 2022. By using class hours according to the existing schedule so that learning runs effectively and is delivered appropriately and correctly

A.� Planning Cycle II

The initial stage of classroom action research in cycle II is that there is an increase in learning outcomes, and students focus more on learning carried out by researchers; cycle II action planning is as follows.

1). Prepare RPP, which is then consulted with supervisors and expert lecturers and MI Hidayatul Mubtadiin New teachers as learning guidelines to be implemented

3). Prepare teaching materials and ice cream stick props to help solve addition and subtraction math problems.

4). Prepare 10-question multiple-choice question sheets for learners.

The action planning in the next cycle, namely cycle III, will be made similar to cycle II planning but will further improve student learning activities and student learning outcomes in cycle III to be better than the previous cycle.

B. Cycle II Learning Activities

The next stage of this learning research activity uses material on counting, adding, and subtracting numbers.

1. Planning

a. Prepare a lesson plan (RPP)

b. Prepare ice cream stick props that will be used during ongoing learning

c. Prepare learning questions for students

2. Implementation of Cycle II Actions

a. Initial Activities

b. Core Activities

The initial stage is the teacher distributing ice cream stick props, followed by distributing questions to students one by one and then modelling how to use ice cream stick props. Then the teacher reads the question, emphasizes the section containing the Number of numbers and asks the students to demonstrate ice cream stick props to calculate addition and subtraction of numbers. The teacher asks what numbers are listed on the question, and the travelling teacher pays attention to how the students work and re-explains individually if there are students who do not understand.

c. Concluding Activities

C. Observation cycle II

1. Observation of teacher activities

Observation activities are carried out with the aim of finding out whether the teaching and learning process in cycle II is in accordance with the plans that have been made or not appropriate. And focus on the situation of teaching and learning activities in students and teachers.

The results obtained from teacher observations in cycle 1 resulted in a score of 17 with an average score of 3.4 with a percentage of 85%, while the maximum Score was 20. From these results, researchers are stated to be good in the use of ice cream stick props, mastery of the material, presentation and motivation to students.

2. Observation of student activity cycle II

The results of the learning activities of grade 1 MI Hidayatul Mubtadiin New students using ice cream stick props were declared good with a total score assessment result of 30 out of a maximum score of 52. From these results, students must be more active in providing ideas and must be more focused when learning takes place. From the table data above, it can be seen that the Lack of attention of students to the teacher when the educator explains how teaching aids work and how to solve addition and subtraction material problems and the Lack of student activity to convey ideas to complete the material

3. Learning outcomes of cycle II

The learning outcomes in cycle I during the second meeting were on Thursday, October 13, 2022. taken by giving test questions in the form of story questions on multiple-choice questions, there was an increase in cycle II from the first cycle score of a total of 20 students, 13 of whom had been declared complete to reach the KKN standard with a percentage of 65%. The other seven students have not reached completion or have not reached the KKN standard, with a percentage of 35% of the learning results carried out in the second cycle, which was tested on grade 1 students of MI Hidayatul Mubtadiin New.

The results showed that the Number of students who completed the second cycle at the second meeting amounted to 13 students, including AN, ADA, ADZ, AZP, CAP, DN, FHM, FZS, AF, KL, MHS, MAA, MR. At the same time, the students who have not been declared complete are 7 students including: AY, AP, AF, AM, ATA, DA, and JHAF. With the following graphic display.

Figure 4.3 Graph of Improvement in Learning Outcomes of Learners Cycle II

Based on the table data above, out of 20 students, as many as 13 students achieved KKN or were declared complete with a percentage of 65%. While 7 of them were declared incomplete with a percentage of 35%. Based on the table above and the completeness criteria, seen from the comparison between cycle I and cycle II, the learning outcome criteria in cycle II are stated to be medium or in the medium category and have not reached the target of learning completeness.

D. Reflection cycle II

From the observations by the teacher, researchers were stated to be quite good in the use of ice cream stick props, mastery of the material, presentation and motivation to students.

The results of the learning activities of grade 1 students of MI Hidayatul Mubtadiin New using ice cream stick props are declared good. From the data above, it can be concluded that there is an increase in mathematics learning outcomes of addition and subtraction of numbers in cycle I. Although the results of the increase are far from what was expected, it can be concluded that the use of ice cream stick props can improve the results of students' grades from before.

Based on the reflection of cycle II, there are still many shortcomings as a consideration for researchers, so there is a need for revisions that must be made to student learning activities during cycle III research, namely:

a. The teacher reviews the questions in cycle I along with the right answers

b. Teachers change learning methods

c. Explain with proper and clear intonation

d. Teachers provide additional value to students who are active during learning

, e. Penalize students who do not comply with regulations

f. Carry out discussions as best as possible according to plan

2. Cycle III

In the third cycle of research conducted on grade 1 students of MI Hidayatul Mubtadiin New, the third cycle was the same in 2 meetings, namely on Monday, October 17, 2022. Meanwhile, the second meeting was held on Wednesday, October 19, 2022. By using class hours according to the existing schedule so that learning runs effectively and is delivered correctly and correctly.

A.� Planning Cycle III

The initial stage of classroom action research in cycle III is that there is an increase in learning outcomes and students focus more on learning carried out by researchers, cycle III action planning is as follows.

1). Prepare RPP, which is then consulted with supervisors and expert lecturers and MI Hidayatul Mubtadiin New teachers as learning guidelines to be implemented

3). Prepare teaching materials and ice cream stick props to help solve addition and subtraction math problems.

4). Prepare 10-question multiple-choice question sheets for learners.

The action planning in cycle III will be made similar to cycle II planning, but further improve student learning activities and student learning outcomes in cycle III to be better than the previous cycle.

B. Cycle III Learning Activities

The next stage of this learning research activity uses material on counting, adding, and subtracting numbers.

1. Planning

a. Prepare a lesson plan (RPP)

b. Prepare ice cream stick props that will be used during ongoing learning

c. Prepare learning questions for students

2. Implementation of III cycle Actions

a. Initial Activities

b. Core Activities

The initial stage is the teacher distributing ice cream stick props, followed by distributing questions to students one by one and then modelling how to use ice cream stick props. Then, the teacher calls the students to come to the front of the class, taking turns demonstrating how to use the ice cream sticks. Then the teacher reads the question, emphasizes the part containing the Number of numbers and asks the students to demonstrate ice cream stick props to calculate addition and subtraction of numbers. The teacher asks what numbers are listed on the question, and the travelling teacher pays attention to how the students work and re-explains individually if there are students who do not understand.

c. Concluding Activities

C. Observation cycle III

1. Observation of teacher activities

Observation activities are carried out with the aim of finding out whether the teaching and learning process in cycle II is in accordance with the plans that have been made or not appropriate. And focus on the teaching and learning activities for students and teachers.

Based on the results of teacher observations in, cycle III produced a score of 17 with an average score of 3.4 with a percentage of 85%, while the maximum Score was 20. From these results, researchers are stated to be good at using ice cream stick props, mastering the material, presenting, and motivating students.

2. Observation of cycle III student activities

Table 4.7 Observation Sheet Steps for Using Ice Cream Stick Props in Cycle II Students

No	Indicators	Rating Scale				Sum
No	Indicators	1	2	3	4	7
1.	Educational Aspect a. In accordance with the learning objectives b. Helping students' discernment c. Clarify mathematical concepts		√ � �√	√		7
2.	Step a. Provides ice cream sticks b. Arranging all the sticks on the table c. Sorting sticks according to colour b. Students get to know the colour of the sticks c. Picking up ice cream sticks while counting d. Brandishing sticks that are counted e. Putting together sticks that have been calculated	�	√ �√	√ �� √ √ √	� √	�� 20
3	Assignment a. Work on all tasks b. Accuracy of task collection c. Work on command			√ √	√	10
	Total Score					37
	Max Score					52
	Criterion					Baik

Information:

4: Very good, if the number of scores involved 42-52

3: Well, if the number of scores involved 28-41

2: Not Good, if the number of scores involved is 14-27

1: Very Not Good, if the number of scores involved is 0-13

Based on table 4.7 above, the learning activities of grade 1 MI Hidayatul Mubtadiin New students using ice cream stick props were declared good, with a total score assessment result of 37 out of a maximum score of 52. From these results, students must be more active in providing ideas and must be more enthusiastic and calm when learning takes place. From the table data above, it can be seen that the Lack of attention of students to the teacher when the educator explains how teaching aids work and how to solve addition and subtraction material problems and the Lack of student activity to convey ideas to complete the material.

3. Learning Outcomes Cycle III

Learning outcomes in cycle III during the second meeting, namely on Wednesday, October 19, 2022. taken by giving test questions in the form of story questions on multiple-choice questions, there was an increase in cycle III from the first cycle score of a total of 20 students, 17 of whom had been declared complete to reach the KKN standard with a percentage of 85%. While the other three students have not reached completion or have not reached the KKN standard with a percentage of 15%The learning results carried out in the third cycle tested on grade 1 students of MI Hidayatul Mubtadiin New are:

Table 4.8 Improvement of Learning Outcomes Cycle III

Cycle III	Category	Sum	Percentage
Monday, September 16 2022	Complete	15	75%
Monday, September 16 2022	Unfinished	5	25%
Finding II Thursday, October 19 2022	Complete	17	85%
Finding II Thursday, October 19 2022	Unfinished	3	15%

Based on the table above, it shows the Number of students who completed during the second cycle at the third meeting amounted to 17 students, including: AY, AN, AF, AP, ADA, ADZ, AZP, CAP, DN, FHM, FZS, AF, JHAF, KL, MHS, MAA, and MR. While the students who have not been declared complete are 7 students including AM, ATA, DA. with the following graphic display.

Figure 4.3 Graph of Improvement in Learning Outcomes of Learners Cycle III

Based on the table data above, out of 20 students, as many as 17 students achieved KKN or were declared complete with a percentage of 85%. At the same time, 3 of them were declared incomplete with a percentage of 15%. Based on the table above and the completeness criteria, seen from the comparison between cycle II and cycle III, the learning outcome criteria in cycle III are stated to be good or have met the learning completeness target.

D. Reflection cycle III

From the observations by the teacher, researchers are stated to be good in the use of ice cream stick props, mastery of the material, presentation and motivation to students.

As the results of the learning activities of grade 1 MI Hidayatul Mubtadiin New students using ice cream stick props are declared good, students must pay more attention to the learning taught by the teacher and must be more active in responding to teacher questions and must have the initiative to ask the teacher what is not understood and the attention of students begins to improve on the teacher when the educator explains how the teaching aids work and how to solve the addition material problem and subtraction, and student liveliness begins to be good enough to ask questions and convey ideas for completing the material.

From the data above, it can be concluded that there is an increase in mathematics learning outcomes of addition and subtraction of numbers in cycle III. Although the results of the increase are as expected, it can be concluded that the use of ice cream stick props can improve the results of students' grades from before.

Based on the success rate of student learning, the increase in learning outcomes in cycle III with a percentage of 85% can be categorized as good and has reached the stage of completeness expected by the teacher or examiner. So, with this, the research ends the research of student learning outcomes on the material of operations, calculating, subtracting, and adding mathematical numbers with ice cream stick props. Based on the reflection of cycle III, the research was declared successful.

4.2. Discussion

This research is classroom action research, namely solving a problem that occurs in the classroom by improving the quality of Action (Kunandar, 2016). In this study, using subjects in PTK is the type of Class room Action Research. The subjects in the study were grade I students of MI Hidayatul Mubtadiin New Kedungwungu. In this study carried out the III cycle.

According to Kusumah and Dwitagama, (in Ma'rifah, N. 2021). There are two tests conducted in this class action research the first is in the precycle stage (pretest) and the second after completion of the Action (posttest). The test results of each cycle are analyzed to determine the extent of the success rate of the Action with reference to predetermined success indicators. Based on actions in cycles I, II, and III, the use of ice cream stick props to improve mathematics learning outcomes of addition and subtraction material for students can improve student learning outcomes so that the hypothesis in chapter II can be accepted. This is simplified after carrying out the learning process cycle I, II, and III. . According to Sulfemi and Suhaemi (in Ma'rifaH, N. 2021) Ice cream sticks are sticks made of wood with a size usually around 12 cm x 1cm x 2 mm, this media can clarify mathematics learning materials in the form of addition and subtraction. By presenting this media will make you more active because you carry out learning activities such as observing, doing, demonstrating, and so on. Ice cream sticks are also easy to obtain, reasonably priced, and made from materials that are safe for children.

Then the researchers analyzed the acquisition data from cycles I, II, and III, it can be concluded that the use of ice cream stick props to improve mathematics learning outcomes of addition and subtraction material for students can be seen in the table below:

Table 4.9 Learning Outcomes of Cycles I, II and III

Cycle	Category	Sum	Percentage
Cycle I.	Complete	6	30%
Cycle I.	Unfinished	14	70%
Cycle II.	Complete	13	65%
Cycle II.	Unfinished	7	35%
Cycle III.	Complete	17	85%
Cycle III.	Unfinished	3	15%

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Based on the aforementioned table 4.9. The level of completeness of student learning outcomes in cycle I was 30%, then Action was given in cycle II and repeated learning and increased to 65%, but in cycle II it still did not meet the KKM value and had not reached the limit of completeness so that more cycle III research was needed. In cycle III there is a change in learning outcomes with completeness of 85%.

Based on the explanation above, it can be concluded that the use of ice cream stick props is able to make students understand the material well and is able to improve the learning outcomes of grade I students of MI Hidayatul Mubtadiin New. While the analysis of student learning outcomes can be seen in the following table:

Figure 4.4 Graph of Improvement in Learning Outcomes of Students cycle I, II and III

Judging from graph 4.4, it can be concluded that the use of ice cream stick props can improve mathematics learning outcomes of addition and subtraction material for students with the Number of students completing the first cycle as many as 6 students with a percentage of 30% of students who are declared complete, then cycle II as many as 13 students with a percentage of 65% of students complete and cycle III as many as 17 students with a percentage of 85% declared complete.

CONCLUSION

From the results of the study, it can be concluded that: The use of ice cream stick props carried out by researchers can improve mathematics learning outcomes of addition and subtraction material for first grade students of MI Hidayatul mubtadiin New. Students can understand learners well. The explanation of the steps for using ice cream stick props can help students understand how to sort and select and unite the values in the problem, then calculate the total Number using ice cream sticks that have been distinguished in color, and that have been distributed to students. There was an increase in student learning outcomes after the demonstration of ice cream stick props in mathematics lessons, addition and subtraction of numbers. This proves that the use of ice cream stick props can help improve student learning outcomes by obtaining completeness results in each cycle, in cycle I as many as 6 students with a percentage of 30% of students who are declared complete, then cycle II as many as 13 students with a percentage of 65% of students complete and cycle III as many as 17 students with a percentage of 85% declared complete.

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