PENGARUH MODEL PEMBELAJARAN EXPERIENCE, LANGUAGE, PICTORIAL, SYMBOLIC, APPLICATION (ELPSA) TERHADAP KEMAMPUAN MULTIREPRESENTASI PESERTA DIDIK KELAS IV PADA MATA PELAJARAN MATEMATIKA DI SD MUHAMMADIYAH 1 BANDAR LAMPUNG

Anggun, Anggraini (2026) PENGARUH MODEL PEMBELAJARAN EXPERIENCE, LANGUAGE, PICTORIAL, SYMBOLIC, APPLICATION (ELPSA) TERHADAP KEMAMPUAN MULTIREPRESENTASI PESERTA DIDIK KELAS IV PADA MATA PELAJARAN MATEMATIKA DI SD MUHAMMADIYAH 1 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan multirepresentasi peserta didik pada pembelajaran matematika di SD Muhammadiyah 1 Bandar Lampung. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Experience, Language, Pictorial, Symbolic, Application (ELPSA) terhadap kemampuan multirepresentasi peserta didik kelas IV. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain nonequivalent control group design. Sampel penelitian terdiri atas 31 peserta didik kelas eksperimen dan 28 peserta didik kelas kontrol. Teknik pengumpulan data menggunakan tes kemampuan multirepresentasi. Analisis data dilakukan melalui uji normalitas, homogenitas, dan Independent Samples t-Test. Hasil penelitian menunjukkan bahwa rata-rata nilai peserta didik pada kelas eksperimen meningkat dari 46 menjadi 80, sedangkan pada kelas kontrol meningkat dari 47,5 menjadi 72. Hasil uji hipotesis memperoleh nilai Sig. (2-tailed) sebesar 0,000 < 0,05, sehingga H₀ ditolak dan H₁ diterima. Dengan demikian, model pembelajaran ELPSA berpengaruh signifikan terhadap kemampuan multirepresentasi peserta didik kelas IV pada mata pelajaran matematika di SD Muhammadiyah 1 Bandar Lampung. ABSTRACT This study was motivated by the low multi-representation ability of students in mathematics learning at SD Muhammadiyah 1 Bandar Lampung. The study aimed to determine the effect of the Experience, Language, Pictorial, Symbolic, Application (ELPSA) learning model on the multirepresentation ability of fourth-grade students. This research employed a quantitative approach using a quasiexperimental method with a pretest-posttest control group design. The sample consisted of 31 students in the experimental class and 28 students in the control class. Data were collected through a multirepresentation ability test and analyzed using normality, homogeneity, and Independent Samples t-Test. The results showed that the average score of the experimental class increased from 46 to 80, while the control class increased from 47.5 to 72. The hypothesis test yielded a significance value of 0.000 < 0.05, indicating that H₀ was rejected and H₁ was accepted. Therefore, the ELPSA learning model had a significant effect on the multirepresentation ability of fourth-grade students in mathematics learning at SD Muhammadiyah 1 Bandar Lampung.

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