IMPLEMENTASI STRATEGI JELAJAH KELAS DALAM MENGASAH KEMAMPUAN MENGUMPULKAN DAN MEMBANDINGKAN DATA MURID KELAS III SDN 1 KEMBANG SARI TAHUN AJARAN 2025/2026

Abstract

This study aims to describe the implementation of the Classroom Exploration Strategy in mathematics learning on the topic of collecting and comparing data, as well as to describe the activeness and enthusiasm of third-grade students at SDN 1 Kembang Sari. This study employed a descriptive qualitative approach involving 28 students as research subjects. The research was conducted in two meetings. The first meeting focused on ordering data without using the Classroom Exploration Strategy, while the second meeting focused on collecting and comparing data by implementing the Classroom Exploration Strategy. Data were collected through observation, documentation, and students’ work, and were analyzed descriptively. The results showed that the implementation of the Classroom Exploration Strategy provided students with concrete and contextual learning experiences. Students were directly involved in finding, collecting, counting, recording, ordering, and comparing data using objects available in the classroom environment. All 28 students successfully completed the data collection activity, while all four groups successfully compared the data correctly. Differences in students’ activeness and enthusiasm were also observed during the learning process. In the first meeting, students’ activities focused mainly on processing the provided data, and some students still relied on their peers’ answers. In the second meeting, students appeared more active in exploring the classroom, working collaboratively, discussing, collecting objects, and counting data. The learning atmosphere also became more lively and enjoyable. Therefore, the Classroom Exploration Strategy can serve as an alternative strategy for mathematics learning that provides students with opportunities to learn through direct experiences and utilize their surrounding environment.