Penerapan Teori Bruner untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas VIII SMPN 22 Mataram
DOI:
10.29303/jm.v8i3.13268Published:
2026-09-30Abstract
Students’ difficulties in understanding abstract mathematical concepts can contribute to low learning outcomes and limited engagement in mathematics lessons. This study aimed to determine the effectiveness of applying Jerome S. Bruner’s theory in improving the mathematics learning outcomes of eighth-grade students at SMPN 22 Mataram. The study employed a quantitative approach with a one-group pretest-posttest design. Learning outcome data from 29 students were analyzed using tests administered before and after the intervention. The learning process was conducted in three meetings by applying the enactive, iconic, and symbolic stages to the topic of exponents. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, paired-sample t-test, and N-Gain analysis. The results showed that the mean learning score increased from 56.76 to 84.16, while learning mastery increased from 10.34% to 93.10%. The paired-sample t-test yielded a significance value of 0.000 < 0.05, indicating a significant difference between pretest and posttest results. The N-Gain score was 0.63, categorized as moderate. Therefore, applying Bruner’s enactive, iconic, and symbolic stages was effective in improving students’ mathematics learning outcomes.
Keywords: Jerome S. Bruner’s theory; mathematics learning; learning outcomes; exponents; junior high school students
Keywords:
Keywords: Jerome S. Bruner’s theory; mathematics learning; learning outcomes; exponents; junior high school studentsReferences
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