META ANALISIS EFEKTIVITAS MEDIA COUNTING BOX TERHADAP HASIL BELAJAR PADA MATA PELAJARAN MATEMATIKA
DOI:
https://doi.org/10.23969/jp.v10i03.46869Keywords:
Meta Analysis, Counting box, Learning Outcomes, Mathematics, Elementary SchoolAbstract
This study aims to analyze the effectiveness of using the Counting box media on elementary students' mathematics learning outcomes through a meta-analysis approach. The Counting box is a concrete learning tool that helps students visualize and understand basic arithmetic operations such as addition and subtraction more contextually. This study employed a literature review using a qualitative meta-synthesis approach on 12 scientific articles published between 2021 and 2025 that met the inclusion criteria. The findings indikyhcate that the use of Counting box consistently improves students' learning outcomes in cognitive, affective, and psychomotor domains. This media also enhances students’ learning motivation and active engagement in mathematics instruction. These results support the Counting box as an effective and applicable instructional medium at the elementary school level.
Downloads
References
Andriani, N. (2022). Pengaruh Media Manipulatif Terhadap Pemahaman Matematika Siswa. Jurnal Pendidikan Dasar, 7(1), 45–53.
Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to Meta-Analysis. United Kingdom: John Wiley & Sons.
Bruner, J. S. (1966). Toward a Theory of Instruction. Cambridge: Harvard University Press.
Cooper, H. (1998). Synthesizing Research: A Guide for Literature Reviews (3rd ed.). Thousand Oaks, CA: Sage Publications.
Desi, M. R. (2021). Analisis Kesulitan Belajar Matematika di Kelas Rendah Sekolah Dasar. Jurnal Ilmiah Pendidikan Dasar, 6(2), 112–120.
Dewi, R., & Syafril, F. (2022). Perbandingan Media Counting box dan Media Digital dalam Pembelajaran Matematika Dasar. Jurnal Teknologi Pendidikan, 4(1), 23–35.
Febrianti, L. (2021). Efektivitas Media Counting box dalam Meningkatkan Hasil Belajar Siswa. Jurnal Pendidikan, 8(1), 67–73.
Gagne, R. M. (1985). The Conditions of Learning and Theory of Instruction (4th ed.). New York: Holt, Rinehart and Winston.
Glass, G. V. (1976). Primary, Secondary, and Meta-Analysis of Research. Educational Researcher, 5(10), 3–8.
Hartati, R. (2021). Penerapan Media Konkret dalam Pembelajaran Matematika Kelas Rendah. Jurnal Pendidikan Dasar, 10(2), 89–96.
Ismayanti, D. (2021). Peran Matematika dalam Pengembangan Berpikir Anak Sekolah Dasar. Jurnal Pendidikan dan Inovasi, 3(1), 14–21.
Lipsey, M. W., & Wilson, D. B. (2001). Practical Meta-Analysis. Thousand Oaks, CA: Sage.
Piaget, J. (1972). The Psychology of the Child. New York: Basic Books.
Putri, E. D. (2022). Peningkatan Hasil Belajar Matematika dengan Counting box. Jurnal Edukasi Dasar, 11(3), 199–210.
Salsabila, N. (2022). Media Kotak Berhitung dalam Pembelajaran Matematika. Jurnal Inovasi Pendidikan Dasar, 4(1), 50–58.
Slavin, R. E. (2020). Educational Psychology: Theory and Practice (12th ed.). Boston: Pearson.
Sudjana, N. (2009). Penilaian Hasil Proses Belajar Mengajar. Bandung: Remaja Rosdakarya.
Suryani, R. (2021). Konsep Dasar Matematika Sekolah Dasar. Bandung: Alfabeta.
Syafiqah, M. (2021). Evaluasi Penggunaan Media Konkret dalam Pembelajaran Matematika. Jurnal Pendidikan Matematika, 6(1), 59–67.
Trianto. (2017). Model Pembelajaran Terpadu. Jakarta: Prestasi Pustaka.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.
Widiastuti, T. (2020). Kebutuhan Literasi Numerik Siswa SD. Jurnal Cakrawala Pendidikan, 4(2), 87–95.
Wulandari, R. (2021). Penerapan Media Counting box dalam Pembelajaran Matematika Dasar. Jurnal Pendidikan Dasar Nusantara, 5(2), 98–105.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
