IMPROVING LEARNING OUTCOME OF MULTIPLICATION AND

DIVISION OF FRACTION IN MATHE-MATICS USING STUDENT

FACILITATOR AND EXPLAINING MODEL WITH OPEN-ENDED PROBLEM
MODEL AND THE POWER OF TWO MODEL ON 5TH-GRADE STUDENTS
OF SDN 3 SUNGAI BESAR BANJARBARU

Darmiyati dan Hayatun Nufus

Universitas Lambung Mangkurat
E-mail: darmiyati@unlam.ac.id

ABSTRACT
The research aims to know the activities of teachers, students activities, students
learning Using Student Facilitator and Explaining Model with Open-Ended Problem
Model and The Power of Two Model . The research was carried out in grade VC
Elementary School 3 Sungai Besar Banjarbaru with number of students 25 people the
lesson year 2017/2018. This research used a qualitative approach and the types of
research is the Classroom Action Research (CAR). This research aided by
collaborators who are following the steps of planning, implementation, observation,
and reflection. The study was conducted four times, the subject of this research is the
teacher and students. Data collected through interview, observation, and test. The
analysis of the data used in this research is qualitative and quantitative. The results
showed that the learning outcomes of students increased after each topic (matter)
learning given the improvement in the form of administering the test, or nontes the
form of observation of teachers in implementing the study and observation of
students learning Mathematics in the following.

Kata Kunci: Hasil Belajar, Perkalian dan Pembagian, Bentuk Pecahan, Student
Facilitator and Expalining, Open Ended Problem dan The Power of Two

1
INTRODUCTION
Education plays an important role
in empowering human resources in
order to be able to compete in terms of
science and technology with other
countries. The age development de-
mands progress in various fields, one
of which is education. Every year the
challenge of education is always in-
creasing, seeing this is the need for im-
provement in the education system that
can contribute to national develop-
ment.
Education is a process of adjusting
to the environment, as stated Bruba-
cher (Ahmadi, 2014: 33-34), states that
education is a reciprocal process of
each human person in adapting himself
to nature, friends and the universe.
Education is also an organized deve-
lopment and completeness of all hu-
man potential; moral, intellectual,
physical (sensory), and for the indi-
vidual's personality and the use-fulness
of the people who are directed to
collect all of these activities for the
purpose of their lives (final goal).
Mathematics is one of the discip-
lines that is very important in impro-
ving the ability to think and argue,
giving contribution in solving every-
day problems and in the world of
work, as well as providing support in
the development of science and tech-
nology. Therefore, mathematics as a
basic science needs to be well maste-
red by students, especially since ele-
mentary school age (Susanto, 2014:
185).
The purpose of learning mathe-
matics as described in the 2006 Curri-
culum (National Education Standards
Agency) is so that students have prob-
lem solving skills that include the
ability to understand problems, design-
ning mathematical models, completing
models and interpreting solutions ob-
tained.
One indicator that must be
achieved is that students are able to
solve problems related to multipli-
cation and division of various forms of
fractions. Fraction is one material that
is difficult to teach. The difficulty that
occurs is the lack of meaningful
learning activities carried out by the
teacher, and the difficulty to concretize
in the form of the procurement of
learning media (Heruman, 2014: 43).
The fact that the mathematics
learning outcomes are still low is
proven by the data on student learning
outcomes in the last three years.
Academic 2014/2015 year from 25
students only 7 students (28%) com-
pleted, 2015/2016 academic year out
of 26 students only 8 students (30.8%)
completed 2016/2017 academic year,
from 26 students only 7 students
(26.9%) were completed, and the rest
were below the specified minimum
completeness criteria is 60, es-pecially
in multiplication material and division
of various forms of fractions.
The cause of the above problems
is that students are less interested in
learning the material, less careful in
working on the problem, less creative,
2
less experience of students in finding
alternatives in problem solving, and
students are less actively involved. If
this continues, the learning objectives
will not be achieved in understanding
fraction multiplication, so that it can
lead to ongoing student difficulties in
the next material.
One effort that can be done by
researchers is by designing a learning
model that can improve student
learning outcomes and be able to
motivate students to learn. Therefore,
before determining the learning model
the teacher needs to take into
consideration the selection of learning
models so that the process of teaching
and learning activities carried out can
run effectively and efficiently (Kur-
niasih and Sani, 2015: 18). The chosen
problem solving alternative to over-
come this problem is to use the Student
Facilitator learning and Explaining
model the combination of Open Ended
Problems and The Power of Two.
Student Facilitator and Explaining
model which is one of the cooperative
learning models designed for student
interaction patterns in increasing under-
standing of material by explaining to
fellow friends (Shoimin, 2016: 184).
Open Ended Problem also called
learning with open problems, in which
there is a purposeful learning process,
individual desires are built and
achieved openly. Not only goals, but
this model also refers to ways to
achieve the purpose of learning itself
(Huda, 2015: 279).
The Power of Two model is an
activity that is used to improve
learning and clarify the benefits of
activities, that two heads are better
than one head (Silberman, 2014: 173)
Through the use of Student
Facilitator learning and Explaining
models combinations of Open Ended
Problem and The Power of Two,
students are able to increase the ab-
sorption of multiplication material and
division of various forms of fraction
because training students can explain
again what has been conveyed by the
teacher to their friends by using
alternative ways that are more effective
in solving problems and students can
develop the ability to express ideas and
compare these ideas to other people so
that the material becomes easily under-
stood by students and increases the ac-
tivity of students in classroom learning.
Based on the description above,
the researcher conducted a class action
research to overcome and correct the
problem with the title: ”Improving
Learning Outcome of Multiplication
and Division of Fraction in Mathe-
matics Using Student Facilitator and
Explaining Model with Open-Ended
Problem Model and The Power of Two
Model on 5th-Grade Students of SDN 3
Sungai Besar Banjarbaru.
METHODS
This study uses a type of class-
room action research. This research
was conducted by the teacher with va-
rious activities to improve or improve
the results of learning as well as the
quality of learning in the classroom.
This research is an attempt by the
teacher to improve the quality of
learning in the classroom by referring
to the problems of everyday learning,
this research is reflective in nature that
can improve the practice of learning in
3
the classroom so that it can run
effectively and efficiently (Salahudin,
2015 : 24).
In addition, the researcher used
both qualitative and quantitative data.
The qualitative data are obtained from
the observation of teacher and student
activity, while the quantitative one is
from the students learning outcome by
way of a test.
Furthermore, the indicator of
success in teacher activity is in the
category “Very Good.” On the other
hand, the indicator of success in
student activity in the traditional class
is in the category “Very Active” and is
considered ‘pass’ if classically reach ≥
82% out of the whole students who get
≥ 65 in the score.
This research was conducted at
SDN 3 Sungai Besar Banjarbaru Kal-
Sel Province. The subjects of this
study were 25 students of VC class,
consisting of 15 male and 10 female,
2017/2018 school year on the subject
matter of multiplication and various
forms of fractions.
RESULT AND DISCUSSIONS
Result observation of the teacher's
activity in the first cycle obtained an
assessment score of 67.5 with a "good"
category increasing in the third cycle
to 92.5 with the category "very good".
The results of observations on
student activities in the first cycle
classically 60% with the criteria "quite
active", but the activity of students in-
creased in each cycle until the third
cycle of classical activities of students
reached 88% with the criteria of "very
active".
Student learning outcomes in the
first cycle with 68% classical com-
pleteness even though still the
stipulated provisions but in each cycle
student learning outcomes always in-
crease, in the third cycle student lear-
ning outcomes increase to 92% with
excellent completeness.
The teacher's activities in the first
cycle have been well implemented, but
there are still some shortcomings that
need to be improved so that they can
achieve the established success in-
dicators and can improve the quality of
learning.
Students' activities in a classical
manner in each cycle are well im-
plemented. Only a few students still
don't understand the material well,
looking a little passive during the dis-
cussion. So that the teacher must main-
tain active student activities and im-
prove student activities that are still
quite active. At the end of each cycle
students are always given an
evaluation test to find out the abilities
students have. The learning outcomes
shown in the first cycle of students are
still many that have not yet been
completed with values that are still
below the KKM, namely ≥65. But in
cycle III there were many students
who finished with a percentage of
92%.
.
4
 Graph of trends in learning enhancement
Each cycle has the factors studied,
namely the activity of the teacher,
student activities and learning outco-
mes. In each cycle each factor always
has a significant increase and tends to
be good. Each cycle has the factors
studied, namely the activity of the
teacher, student activities and learning
outcomes. In each cycle each factor
always has a significant increase and
tends to be good.
Based on the picture above it can
be seen that all aspects studied are
always increasing in each cycle. In
teacher activities, student activities and
learning outcomes tend to increase
very well. The increase in the three
aspects studied is related to each other.
So that it can be said that an increase
in teacher activity that is getting better
has an impact on increasing student
activity which is getting better as well
so as to produce student learning
outcomes that are better at each lesson.
Teacher activities in the first cycle
to the third cycle have increased, and
have been implemented well with very
good criteria, and have met the spe-
cified success indicators. This is be-
cause the teacher always makes efforts
to improve the deficiencies found in
each cycle in the learning process, so
that the improvement efforts can im-
prove the quality of learning.
Students' activities in a classical
manner increase from cycle I to cycle
III and have achieved success indica-
tors that are determined by very active
criteria. Students can already properly
pay attention to the teacher's expla-
nation during the learning process,
students are active in learning acti-
vities both to ask questions and when
5
conducting group discussions, and can
be responsible for the assignments gi-
ven by the teacher. Students can
already properly pay attention to the
teacher's explanation during the lear-
ning process, students are active in
learning activities both to ask ques-
tions and when conducting group
discussions, and can be responsible for
the assignments given by the teacher.
Student learning outcomes from
the first cycle to the third cycle have
also shown an increase in com-
pleteness in classics and have achieved
a determined success indicator. This is
because students have been able to
master the material concepts of solving
multiplication questions and fraction
forms well and the level of accuracy of
students in working on assignments
has increased, so that the results
obtained by students have rea-ched or
exceeded the established mini-mum
completeness criteria.
The increase in teacher activity is
inseparable from the role of the teacher
as a planning for learning programs.
Suprihatiningrum (2014: 110) states
that for learning implementers as well
as learning developers, planning lear-
ning well is a large part of success in
learning. This is because learning will
run smoothly, goals will be achieved
optimally, and can describe the success
of teaching and learning activities.
Not only is the increase in teacher
activity, the study also found that there
was an increase in student activity
during the learning activities in the
classroom in each cycle. The results of
reflection conducted by the researcher
showed that the use of a combination
of models in learning greatly helped
students to understand the material,
students became creative and were
able to be actively involved during
learning activities, learning became
easier to master and provided direct
experience to students, and learning
became fun. The results of this study
indicate that the teacher's activities in
carrying out learning are getting better
and thus have an impact on the
effectiveness of classroom learning.
Increasing student activity in
learning is also due to teacher acti-
vities to make students participate
more actively in learning because they
often express their ideas, students have
more opportunities to utilize know-
ledge and skills comprehensively using
the Open Ended Problem model (Shoi-
min, 2016: 112) .
Increased student activity is also
supported by the model of The Power
of Two. Meanwhile, according to
Sutikno (2014: 132) the power of both
or The Power of Two is an activity
carried out to encourage the emer-
gence of benefits from working toge-
ther and increasing collaborative acti-
vities.
Increased student activity is also
influenced by the interest and moti-
vation of students in learning activities
and seen from student activities. The
learning process will run smoothly if
accompanied by interest. So, it can be
emphasized that interest factors are
factors that significantly influence the
success of learning (Sardiman, 2014:
95).
Improving student learning
outcomes can not be separated from
the role of the teacher as a planner and
implementer of learning programs.
This is in accordance with Sanjaya
(Susanto, 2013: 32) which states the
6
successful implementation of a
learning strategy depends on the skills
of the teacher in using teaching
methods, techniques, and tactics.
Some of the results of the study
conducted by Sutikno (2016) in his
study using Student Facilitator and
Expalining models Individual student
learning outcomes from the classical
cycle I of 11 students present there
were 45.45% of students who received
a score of ≥70, as minimum comple-
teness criteria. In the second cycle of
11 students present there were 90.90%
of students who got a value of ≥70.
Increased in the second cycle to 85%.
Taufik Noor Hidayat (2017) in his
research used the Open Ended
Problem model to improve student
learning outcomes in addition and sub-
traction fractions. The results of the
research obtained were in the first
cycle of the first cycle of students
completing classically 54% increased
at meeting 2 to 64%. At meeting 3 it
increased again to 82% and at meeting
4 it increased to 93%.
Almi Yelli (2016) uses the The
Power of Two model to improve ma-
thematics learning outcomes. Achie-
vements in the first cycle of cla-ssical
completeness in the first cycle of mee-
ting 1 53.33% increased at the second
meeting to 66.67%. In cycle II it in-
creased again, is at meeting 1 75.27%
and increased again at the meeting of 2
to 76.17%.
CONCLUSION
Based on the research findings
using the Student Facilitator and
Expalining models combined with the
Open Ended Problem and The Power
of Two and discussion, the conclusion
is that student learning outcomes in-
crease along with the teacher's
excellent activities and very active
student activities.
Suggestions from the findings of
this study. First, the teacher can be
used as a support or reference for the
learning model when the mathematics
learning process is in class, so that the
teacher gets a good and good alter-
native as an increase in teaching in the
class. Second, for principals to foster
other teachers in planning learning
models, especially mathematics cour-
ses so they can improve the tea-ching
and learning process so that good and
optimal achievement can be achieved.
Third, other researchers can develop
the experience gained from this class-
room action research to carry out inte-
resting and enjoyable mathematics
learning in student learning processes
and as a reference in further research,
especially research relating to this
research.
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