3032-Article Text-16826-1-10-20230717
3032-Article Text-16826-1-10-20230717
3032-Article Text-16826-1-10-20230717
Abstract This study aims to develop appropriate media by measuring the validity of
fractional domino media on fractional material. The type of research used in this
research is research and development using the model proposed by Borg and Gall
with ten stages, but due to the limited research time imposed by the school, the
researchers only carried out eight stages (problems and potential, data collection,
product design, expert validation, design revision, product trial, product revision,
and trial use). This media focuses on fractional material presented in the form of
illustrated images of fractional numbers. This media is made to foster interest in
and improve student learning outcomes in mathematics. The data Subjects of this
study were 28 students of class III MI Nyatnyono 02, and this sampling technique
used a purposive sampling technique. The secondary data in this study were in the
form of books, journal references, and the relevance of previous research studies,
while the primary data were in the form of interviews, media validation, and
student test results. The instruments used were material and media expert
validation sheets, as well as tests given to students. The results of the study were
(1) the average score of student learning outcomes using fractional domino cards
with a percentage of 93%, (2) the average score of material expert validation with a
percentage of 94% which is in the very feasible category ( 3) the average score of
expert validation media with a percentage of 94%. The conclusion of the research is
that the development of Fractional Domino Card media can be declared "very
feasible" to be used in learning the concept of fractions in elementary schools.
Keywords Carsd Fractions Domino, Instructional Media, Math Learning, MI Nyatnyono
© 2023 by the authors. Submitted for possible open access publication under the terms
and conditions of the Creative Commons Attribution-NonCommercial 4.0 International
License (CC BY NC) license (https://creativecommons.org/licenses/by-nc/4.0/).
INTRODUCTION
Education is a necessity of life. Even though this level of understanding looks forced, if you
follow the flow and path of human life, it cannot be denied that education has followed a long
journey from beginning to end. Education is an essential human need and a true protector. This
indicates that education and humans will always be side by side (Miftah, 2013).
concerning National Education Standards, the existence of education holds a very important
position for humans because it is one of the capitals of technological progress and development in
its time (Nurul, 2022). According to the government, education is a deliberate and structured effort
to create a learning environment and teaching and learning process so that students actively increase
their capacity for religious, spiritual strength, self-control, personality, intelligence, noble character,
and the skills needed by themselves, society, goose and country (Zainuddin, 2021).
From the role of education, it can be concluded that education aims to increase the potential
of each individual. This may have to be done for a superior change to a skilled and innovative
person. Education is very important because it allows humans to develop their abilities, attitudes,
and behaviors, as well as their knowledge and skills. Education is an element that cannot be
separated from human beings. Starting from the womb to growing up and then old, humans
learning in Indonesia. That one of the main points of learning fractions in elementary schools is
understanding the idea of numbers and applying them in solving problems well (Amalia &
Unaenah, 2018). By learning to teach good mathematics, students will have a good grasp of the
perception of mathematics and the ability to actually deal with problems. The use of cutting-edge
technology in the classroom will benefit from this capability (Syafira, 2022). The most crucial activity
in the educational process in schools is learning. Thus learning can be said to be successful in
achieving educational goals depending on how the learning process runs effectively (Purwanti,
2015).
Using visual aids or other learning media is one way to achieve more effective mathematics
learning. Students will be able to solve problems effectively and understand mathematical concepts
if they study mathematics well (Joseph, 2017). There are several things that teachers can do an
important role so that learning is more effective, varied, and fun so as to improve optimal learning
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outcomes. So that students do not experience difficulties in learning material delivered by teachers,
especially in mathematics lessons in elementary schools (Hamidah, Nur; Ain, 2022). The media used
in learning mathematics can be through teaching and learning media which helps add to the
The fact that mathematics has an abstract object of study is one of its characteristics. This
theoretical nature becomes one of the problems for students, where students face difficulties in
school students requires choices and changes. The school curriculum includes mathematics that has
been selected, simplified, and adapted to the development of students' thinking (Setiawan et al.,
2020).In the process of interaction between educators and students, the media is often positioned as
a channel of communication. In this case, the media has an important role in determining the success
of the information transfer process between two people who are communicating using certain media
(Coal, 2020).
material delivered by the teacher during the learning process. However, there are still many students
who experience learning difficulties. Student learning outcomes and achievements, which are
usually in the form of grades, can be used to see their level of mastery of the material. It is often
found that some students often get low scores when they have to master mathematics (Basuki, 2015).
This mastery of mathematics can be caused by the inability of students to respond to teacher
instructions due to their lack of interest or attraction during the learning process (Hamidah, Nur;
Ain, 2022).
Being an educator, of course, must always be updated with the method or atmosphere
during the learning process, which is carried out in accordance with the conditions, because
basically, the learning process is always changing and developing. As a result, educators must be
able to equip students with active, innovative, and creative learning (Purwanti et al., 2022). With the
ultimate goal of conveying creative learning material and students feeling they don't experience
understanding problems with feelings of pleasure, teachers can utilize learning media in accordance
with the material and learning targets as a learning methodology (Chotib, 2018).
One of the learning media that can benefit from students' concern for science is by utilizing
game media. The role of the media in the teaching and learning process is to involve students more
actively in learning activities (Spiritual, 2019). Good use of media will facilitate the achievement of
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learning objectives and motivate students to study hard so they can get the most out of their
education. In addition, learning collaboration in class is still relatively low; students, in general, will
be detached and less interested (Rozie, 2018). As can be seen from the description above, the
selection, creation, and use of learning media are very important, and a teacher must really be able
to choose and use learning media appropriately. One type of learning media is fractional domino
cards which are easy to modify, can present questions and answers, and are easy for students to use.
In this domino card, students are expected to arrange cards according to the questions and answers
Semarang Regency, Mrs. Ana Yuliati and Mrs. Rizatul said that teaching educators were still
monotonous in teaching fractional material in class due to the lack of students deepening the
material, and most of the students thought that mathematics is a difficult subject to master. Most
students also do not like math lessons, so learning outcomes are not optimal even though the teacher
has tried to improve student learning outcomes, especially in learning mathematics, by means of
Educators here have not used media that can support learning, especially in fractional
material. In addition, students also feel bored with the state of the monotonous teaching and learning
process centered on the teacher. Students tend to play less active roles, so that there is no support
While the existing facilities in schools, such as infrastructure, are sufficient, teachers here
have not used media that can help the learning process so that it attracts students' attention,
especially making media in learning mathematics, such as fractional domino cards. Because learning
is currently carried out face-to-face, this domino fraction learning media is feasible to use, and
Educational Scientific Journal, which was researched by Rosary with the title "Development of Math
Card Game Media (Uno Mathematics) in Mathematics Learning on the Main Material of Integer
Operations" in which it explains that its development is developed to meet the validity aspect
(Validity), practicality and effectiveness. Thus the math card game media developed in this study is
a good game media. The research method used is the same, using the Research and Development
(R & D) method, the data collection techniques are slightly different, namely validation sheets,
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learning achievement test sheets, and interviews, which make the same, namely the subjects used,
The results of the thesis research that has been carried out by Anis Agung Nurkholisa,
entitled "Development of Picture Word Cards Based on Snakes and Ladders Games in Class III
Arabic Learning Content at SDT Cahaya Ummat Semarang Regency." The research method used is
the same, namely by using the Research and Development (R&D) method. The difference lies in the
material, and here the researcher takes math material, while Anis Agung uses deep Arabic material
Card Media in Mathematics Learning Multiplication Operations for Elementary School Students" in
his research said that learning by using domino cards can help students master the material and
assist in remembering the material studied with domino card media. This is evident from the results
of the practicality of the media from the assessment of student responses obtaining a score with the
"very practical" criterion. The difference lies in the development model, and here the researcher uses
the Borg and Gall development model, while Adawiyah uses the ADDIE model (Adawiyah &
Kowiyah, 2021).
Research using domino card media was also carried out by Yuli and Iwan Ruswandi with
the title "Modification Of Domino Card Game As An Alternative To The Introduction Of Letters For
Early Childhood" The research results showed that domino card media has good aspects for
alternative letter recognition media in the child. The difference lies in the domino cards developed
by Yuli and Iwan Ruswandi, which are intended for children to recognize letters, while in this study,
the development of domino card media is intended for elementary school students to recognize
The results of research in educational journals conducted by Miftakhul Janah with the title
"Development of Mathematical Computing Domino Cards-Quick Code” media with the results of
the study stating that the development of Mathematical Computing Domino Cards-Quick Response
Code (KOMIKA-QR) media was declared "feasible and practical" for use in learning the concept of
fractions in elementary school. The results of the level of validity of the material by experts were
95%, the validity of the media was 96.66%, and the practicality of the user (student) response
questionnaire was 87.7%. The similarity of this research with research conducted by Miftakhul
Jannah is the same using the Borg and Gall development model. The difference lies in the
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modification of the domino card. The KOMIKA-QR Media In its application, there is a quick
response code which is a symbol as a link between the question card and the illustration video
(Jannah, 2020).
Based on the relevance above, it can be concluded that the similarities are both in conducting
research using domino cards in their research. The differences from the five studies described above
are the place of implementation, the subjects, the research model used, and the modification of
domino cards. It can be concluded from the statement above that the use of domino cards can
support implementation in the learning process and can foster student enthusiasm for learning. The
purpose of conducting this research is to develop learning media for fractional domino cards to
make it easier for students to learn fractional assignments. This will enable students to learn while
playing while making students more dynamic and enthusiastic in learning. Paper is used to make
broken domino cards, and paper is a material that is easy to obtain at a low cost. In the event that
instructors need to make their own designs, this aims to make it easier for them to do so. The
openness of paper as an important mechanism for making lots of cards can be used as one of the
METHOD
This research is a Research and Development study using the model proposed by Borg and
Gall. Development research is a form of basic research to obtain information on user needs. While
development is a strategy to produce as well as test the effectiveness of products linked to education,
development research is used to develop as well as a means of validating these educational products
(Sugiyono, 2018).
Borg & Gall explained that there are ten steps in R&D. This research is a way that can be used
to measure the feasibility of products that are developed in a valid and practical manner (Fauziyah,
2022). The steps are simplified as follows due to the limited time available for research: 1) problem
and potential, 2) data collection, 3) product design, 4) expert validation, 5) design revision, 6)
product trial, 7) product revision, and 8) trial use. According to the anticipated need for research,
This research was conducted at MI Nyatnyono 02, Semarang Regency, on April 1 – 12,
2023."The place of implementation in this study is MI 02 Semarang Regency which is on the Road.
Hasan Munadi, Sendang Rejo Nyatnyono Village, West Ungaran District, Semarang Regency,
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Central Java Province. Field trial subjects in this development research were class III students at MI
Nyatnyono 02, totaling 28 students. The sampling technique used by researchers at this stage is a
purposive sampling technique, namely a sample collection technique with certain considerations
(Sugiyono, 2018).
Data sources obtained through this research are divided into two types of data, namely
primary data and secondary data. Primary data or evidence are facts that have been collected and
obtained directly from the source that owns the data (Nurdin & Hartati, 2019). The method that the
author can use to gather primary evidence is in the form of interviews, validation carried out by
two experts, namely media experts and material experts who are lecturers of media experts and
material experts, and tests given by students to find out student learning outcomes after using
fractional domino cards. Secondary data is data taken from other sources by researchers (Balak,
2022). Secondary detain this study in the form of books, journal references, and the relevance of
The technique in this development research is to use several data collection techniques. The
first is an interview. In this development research, interviews were conducted before producing
the media. The interviews in this study were addressed to the homeroom teacher for class III MI
Nyatnyono 02. The interviews with the homeroom teacher for class III aimed to find out the
problems and needs needed in learning. Then using a questionnaire, collecting data in this
development research using a questionnaire. Questionnaires were given to media experts and
material experts to determine the validity of the media. This study also uses data collection
techniques in the form of tests. The tests in this study were in the form of pretest and posttest. The
aim of the pretest was to find out students' initial knowledge and learning outcomes on fractional
material before being treated using fractional domino card learning media. At the same time, the
purpose of the posttest is to find out students' knowledge and learning outcomes on fractional
material after being given using fractional domino card learning media (Stratton, 2019). The results
of the pretest will be compared with the results of the posttest, so that it will be known the
effectiveness of using fractional domino card learning media in learning mathematics for class III
The usefulness is obtained from the questionnaire, which is then analyzed by the researcher
so that the researcher can conclude that the developed media has benefits for students in learning.
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Development of Fractional Domino Card Media in Mathematics .. (Nadiya Mutiara F, Kristi Liani Purwanti)
Furthermore, product validity and feasibility can be obtained from the questionnaire results, which
𝑹
𝑵𝑷 = 𝒙 𝟏𝟎𝟎%
𝑺𝑴
Information:
After calculating the percentage score of the assessment, the next step is to analyze the
Findings
In this study, the researcher collected information and analyzed needs in learning
mathematics by conducting interviews with the homeroom teacher for class III MI Nyatnyono 02.
The results of the interviews found several things, including the difficulty in learning mathematics
which was often found because the object of study of mathematics was abstract and not yet the
existence of teaching aids or media to support the learning process so that it is more interesting for
students learning interests and students' understanding, especially in fractional material. Teaching
and learning activities are still teachers cantered so that communication that occurs during the
After analyzing the potential and problems, the researcher collected data which was carried
out by means of needs analysis by interviewing the homeroom teacher of grade 3 MI Nyatnyono 02.
With these interviews, the researcher was able to find out the required learning media which was
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The next researcher plans a product design regarding what material will be taught to
students. The learning material specified in this study is fractional material. The initial product
design draft and the creation of fractional domino card learning media were carried out using the
Canva application. The designs made on each card are divided into two columns above and below.
The top column of the card contains illustrations of fractional numbers, and the bottom column
contains fractional numbers. Fractional domino cards are made with a total of 28 cards. After the
domino learning media design was made, it was printed on ivory paper and cut to a size of 10 x 7
cm. After that, a validation test was carried out by media and material experts to determine whether
After designing the design, the next researcher conducted a product validity test. The
validity test was carried out by two experts, namely media experts and material experts. At this
validation stage, the researcher gave validation sheets and questionnaires to each expert. Experts
From the validation results of media experts, an average percentage of 94% was obtained, so
it was concluded that the fractional domino card media developed was included in the very feasible
assessment criteria. The researcher validated with Dr. Hamdan Husein Batubara, M.Pd.I., who acts
as a media expert validator by adding revision suggestions as follows: 1) delete sub-material writing
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on the front view of the card, 2) enlarge the illustration of the fractional number, 3) remove the
curved line decoration on the front view of the card because it distracts students from focusing on
From the results of the material expert validation, an average percentage of 94% was
obtained, so it was concluded that the fractional domino card media developed was included in the
very feasible assessment criteria. The researcher validated with Muh Syauqi Malik, M.Pd., who acted
as a material expert validator, by adding the following revision suggestions: 1) remove the
illustrations of soybean seeds because they do not match the level of students' understanding of
fractions, 2) look for fractional numbers up to how many grade III students then adjust.
Furthermore, the researchers improved the media according to input from the validator. The
After revising, the researcher continued at the product trial stage, and the researcher
demonstrated the use of fractional domino card media in a small-scale trial taking a sample of 6
students, including two upper-ranked students, two middle-ranked students, and two lower-ranked
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students. This sampling aims to make the product trials carried out balanced and evenly distributed
so that all students can use them. In this small group trial, a pre-action test (pretest) and post-action
test (posttest) will be carried out. The trial technique to determine the difference between pretest and
posttest was carried out using the normality test and the N-gain test. A summary list of the results
of trials using domino card media on a broad scale can be seen in Table 5.
Based on the results of the small-scale pretest and post-test trials above, it can be seen that
the average pretest value is 60, and the average post-test is 90, with an N-Gein result of 0.76, which
is included in the high category. After that, the researcher conducted an analysis of the normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistics df Sig. Statistics Df Sig.
Pretest .202 6 .200* .853 6 .167
Poshest .180 6 .200* .920 6 .505
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
The results of calculations in the pretest and post-test data tables for small group trials have
a significance value. 0.200 or greater than 0.05. So, it can be said that the pretest and post-test data
are normal.
After conducting product trials on a small scale, of course, you will get a result and product
deficiencies when implemented in small groups. The weakness lies in how to play that students do
not understand. At this stage, improvements are made to the product being developed to make it
more effective when used. Researchers provide additional procedures for playing in place of domino
card media so that students can understand before using the media.
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Development of Fractional Domino Card Media in Mathematics .. (Nadiya Mutiara F, Kristi Liani Purwanti)
After making improvements or revisions to the product being developed, a trial phase will
then be carried out on a larger scale. The subjects of this study were 28 class III students at MI
Nyatnyono. This analysis was carried out to find out whether there was an increase in student
learning outcomes in fractional material after using fractional domino cards. Test activities are
carried out by carrying out pretest and posttest. A summary list of the results of trials using domino
Based on the results of the pretest and post-test trials above, it can be seen that the average
pretest value is 69.11, and the average post-test is 93.21, with an N-Gein result of 0.77, which is
included in the high category. After that, the researcher conducted an analysis of the normality test,
Based on the results of the normality test in Table 7, it can be seen that the sig. On the post-
test of 00.0 and the value of sig. of 0.17. At sig. The pretest is not normal, while the post-test scores
are greater than (>) 0.05, so it can be stated that the test scores for learning outcomes after using
domino card media are normally distributed. The results of the analysis of test scores are in the
following diagram:"
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0.0
Pretest Post-test
average average
"Based on the results of the acquisition of these values, it was then analyzed with the Gain
normality test (N-Gain) to obtain data showing the influence of the treatment of using fractional
domino card media on the learning outcomes of class III MI Nyatnyono 02 students. The results of
the N-gain normality test percentage in the low category obtained a percentage of 4%, the moderate
category gets percentage of 42%, and the high category gets a percentage of 64%. The average result
of the N-Gain test is 0.77, which is categorized in the High category. The percentage results for the
4%
32%
64%
Discussion
The material taken for this product is "Fractions" in accordance with the Basic Competency
(KD) being taught, namely KD 3.2. Compare simple fractions. In addition, this material is taken from
the chapter on fractions, the sub-chapter on the meaning of fractions, and appropriate fractions from
the teacher's mathematics handbook and class III student books. The researcher then begins to
design the media according to the goals set at the design stage. A set of broken dominoes, a general
guide, and a play guide are included in the package. In the guide, there are directions for the use of
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Class III students of MI Nyatnyono 02 Semarang Regency are very interested in the activities
carried out with this learning media, based on the learning process that has taken place using the
learning media of fractional domino cards. From the results of ongoing learning activities, students
also play an active role, students feel happy learning mathematics, and students feel bored when
learning is reduced. Using this media, it shows a good response from students.
The use of learning media can foster students' interest in learning new things in the learning
material delivered by the teacher so that it can be easily understood. Interesting learning media for
students can be a stimulus for students in the learning process (Nurrita, 2018). In teaching and
learning activities, the use of media images can increase student attractiveness, making it easier for
students to understand abstract material (Shoffa Shoffan et al., 2021). It can be concluded that the
developed media can increase students' enthusiasm for learning, help students become active, and
help them practice working on a collection of abstract materials and remembering material easily.
In addition, this research is strengthened by the results of the study (Hasanah & Suyadi,
2020), which stated that the learning media of fractional domino cards could make students not get
bored easily during learning, as well as teach students to be able to solve a problem by working
together. (Adawiyah & Kowiyah, 2021) Her research also said learning by using domino cards can
help students master the material and help in remembering the material being studied with domino
card media.
The research conducted by Atikah Mumpuni and Agus Supriyanto stated that Domino card
media is effective in improving the learning abilities of elementary school students (Mumpuni &
Supriyanto, 2020). (Miftahuddin et al., 2020) His research said that domino cards are a learning
medium that can be used to attract students' interest in learning mathematics. In addition, the
research conducted by Antica and I Komang obtained the results of assessing the responses of
practitioners and students to domino card media for third-grade elementary school students in
fractional material, with the results of domino card responses being very good, interesting, and able
to arouse students' enthusiasm in the learning process. The use of this media is also very helpful for
students in accelerating students deepening of the subject matter (Antika et al., 2023).
Seen during the learning process, researchers saw that playing or demonstrating fractional
domino card media brought out the best potential of students. This can be seen from the students'
responses because dominoes with fractions is the first activity they try to use in their learning.
Students at the elementary school level have the characteristics of being happy to play, happy to
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move, happy to work in groups, and happy to feel, do, or demonstrate something directly so that
the availability of fractional domino cards makes it easier for them to remember and understand the
lessons they have learned (Life, 2021). This fractional domino card learning media has been
developed and has been tested for its feasibility. The use of fractional domino card media has also
"From the research that has been done, it can be seen that domino card learning media can
can be seen that during the educational experience using the media of domino fragments, students
become active students, and the level of tension and tension of students decreases because learning
"After using fractional domino card learning materials, the average student learning
outcome was 93.2. In tests that have been completed by students, the minimum learning outcomes
are 80, and the highest is 100. These learning results indicate that using fractional domino cards can
help students understand fractional material and improve their learning outcomes."
CONCLUSION
Based on the results and discussion described above, it can be concluded that fractional
domino card media products can be one of the learning media solutions for improving student
learning outcomes of class III MI Nyatnyono 02 on fractional material. This media can make it easier
for students to learn and can increase student cooperation. This learning media also makes students
not easily bored during learning and teaches students to be able to solve a problem by working
together. The results of the validation calculations from media experts on fractional domino card
media obtained a percentage of 94% in the "Very Eligible" category, and validation from material
experts obtained a percentage of 94% in the "Very Eligible" category. So that the fractional domino
card media is feasible and can be tested by making several revisions. The value of working on pretest
questions obtained an average of 69.11, and posttest questions obtained an average of 93.21. Based
on these data that there is an increase in student learning outcomes before using fractional domino
card media and after using fractional domino card media, then the value is analyzed by the Gain
Normality test (N-Gain) to obtain data showing the influence of the treatment using fractional
domino card media on student learning outcomes with an average N-Gain result of 0.77 in the high
category.
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