Enhancing Mathematical Conceptual Understanding Through Discovery Learning and M-ESCAPE
DOI:
https://doi.org/10.30605/cjpe.9.4.2026.9868Keywords:
Discovery Learning, Media M-ESCAPE, Mathematical Conceptual UnderstandingAbstract
Conceptual understanding forms the foundation for mastering number operations. However, mathematics instruction in fifth-grade classrooms tends to be teacher-centered and limited in the use of concrete media, resulting in suboptimal student understanding of mathematical concepts. This study aims to enhance the mathematical conceptual understanding of fifth-grade students using the Discovery Learning model supported by M-ESCAPE media, focusing on operations involving whole numbers up to 100,000. The study employs the Classroom Action Research model developed by Kemmis and McTaggart, conducted over two cycles with 17 fifth-grade students at SD Negeri 1 Prambatan Lor as subjects. Each cycle followed the stages of planning, implementation, observation, and reflection. Data were collected through tests, interviews, and observations, and the test data were analyzed using quantitative descriptive methods based on average scores, classical mastery, and the achievement of specific conceptual understanding indicators. The results indicate that the average score increased from 59.56 in the pre-cycle stage to 67.40 in Cycle I and 81.62 in Cycle II. Classical mastery rose from 35.29% in the pre-cycle stage to 41.18% in Cycle I and 100% in Cycle II. Thus, the implementation of the Discovery Learning model supported by M-ESCAPE media can improve students' mathematical conceptual understanding regarding whole number operations
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