@mastersthesis{digilib76820,
           month = {May},
           title = {EFEKTIVITAS PENGGUNAAN STRATEGI PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH BERBANTUAN MEDIA MATHIGON TERHADAP KEAKTIFAN BELAJAR DAN PEMAHAMAN KONSEP MATEMATIKA PESERTA DIDIK KELAS IV DI SDN 2 CEPOKOJAJAR},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 24204081023 Nur Anisa},
            year = {2026},
            note = {Dr. Hj. Endang Sulistyowati, M.Pd.I.},
        keywords = {Make a Match, Mathigon, Pemahaman Konsep Matematika,
Keaktifan Belajar},
             url = {https://digilib.uin-suka.ac.id/id/eprint/76820/},
        abstract = {This research was motivated by the low level of students? understanding of
mathematical concepts and their learning activeness in the topic of plane geometry.
Therefore, this study aims to examine the effectiveness of the make a match
cooperative learning strategy assisted by Mathigon media in improving students?
conceptual understanding of mathematics and their learning activeness.
The objectives of this study are: (1) to describe the implementation of the Make a
Match strategy assisted by Mathigon media in the experimental class; (2) to
determine whether there is a significant difference between the experimental and
control classes; and (3) to examine the effectiveness of the strategy in improving
students? conceptual understanding and learning activeness.
This study employed a quantitative approach with a quasi-experimental design. The
population consisted of all fourth-grade students, and a saturated sampling technique
was used, meaning all students were included as the sample, with class IV A as the
experimental class and class IV B as the control class. Data were collected through a
mathematical concept understanding test, observation sheets, and field notes. Data
analysis included normality test, homogeneity test, Mann-Whitney test, independent
sample t-test, and N-gain test.
The results showed that the implementation of the make a match strategy assisted by
Mathigon media created an interactive learning environment. The Mann-Whitney test
indicated a significant difference between the experimental and control classes in
terms of mathematical concept understanding (Sig. (p-value) = 0.037 {\ensuremath{<}} 0.05).
Meanwhile, the t-test results showed no significant difference in students? learning
activeness (Sig. (p-value) = 0.078 {\ensuremath{>}} 0.05). The N-gain results indicated a moderate
improvement in mathematical concept understanding 0,62 and learning activeness
0,40.}
}