PENGARUH STRATEGI PEMBELAJARAN MULTISENSORI (VISUAL, AUDITORI, KINESTETIK) TERHADAP PENGUASAAN KONSEP KOMPOSISI DAN DEKOMPOSISI BANGUN DATAR KELAS IV DI UPT SD INPRES MALLENGKERI BERTINGKAT 1

Abstract

Mathematics learning in elementary schools should facilitate students in developing conceptual understanding through meaningful learning experiences. However, students' mastery of the concepts of composition and decomposition of plane figures remains relatively low because learning activities are often teacher-centered and emphasize procedural knowledge rather than conceptual understanding. This study aimed to determine students' conceptual mastery before and after the implementation of the Visual, Auditory, and Kinesthetic (VAK) multisensory learning strategy and to examine its effect on students' conceptual mastery. This research employed a quantitative approach using a Pre-Experimental method with a One Group Pretest–Posttest Design. The participants consisted of 25 fourth-grade students of UPT SD Inpres Mallengkeri Bertingkat 1 selected through saturated sampling. Data were collected using conceptual mastery tests administered before and after the treatment and were analyzed using descriptive and inferential statistics. The findings revealed that students' conceptual mastery before the implementation of the multisensory strategy was categorized as low. After the implementation, students' conceptual mastery increased to a better category. Inferential statistical analysis also indicated a significant effect of the Visual, Auditory, and Kinesthetic multisensory learning strategy on students' mastery of composition and decomposition of plane figures. Therefore, the multisensory learning strategy can be considered an effective alternative for improving elementary school students' mathematical conceptual mastery