THE DEVELOPMENT OF A NUMBER SPINNING WHEEL INSTRUCTIONAL MEDIUM FOR DIFFERENTIATED INSTRUCTION ON PLACE VALUE TO ENHANCE LEARNING OUTCOMES AND MATHEMATICAL COMMUNICATION SKILLS OF FIFTH-GRADE STUDENTS

Penelitian ini bertujuan untuk mengetahui proses pengembangan, tingkat kelayakan meliputi kevalidan, kepraktisan dan keefektifan dan peningkatan hasil belajar dan kemampuan komunikasi matematis siswa kelas V dalam penggunaan media roda putar angka dalam pembelajaran berdiferensiasi materi nilai tempat. Penelitian menggunakan metode Research and Development dengan tahapan analisis, desain, pengembangan, implementasi dan evaluasi. Subjek penelitian melibatkan 12 siswa dan 24 siswa dari sekolah dasar yang berbeda di Kecamatan Sugio Kabupaten Lamongan. Validitas media diuji melalui penilaian para ahli media dan materi, kepraktisan ditinjau melalui angket respon guru dan siswa, serta efektifvitas dan peningkatan diukur melalui perbedaan hasil pretes dan postes. Hasil penelitian pada kelas uji coba menunjukkan bahwa media roda putar angka dalam pembelajaran berdiferensiasi memperoleh kategori sangat valid dengan hasil validasi media 93% dan validasi materi 93%, sangat praktis dengan rata-rata skor hasil angket pendidik dan siswa sebesar 95,77%, serta efektif dengan rata-rata N-gain sebesar 0,65 (Hasil belajar kognitif) dan 0,77 (kemampuan komunikasi matematis) termasuk kategori tinggi. Pada kelas implementasi menunjukkan peningkatan hasil belajar kognitif  dengan rata-rata N-gain 0,72 dan peningkatan kemampuan komunikasi matematis dengan rata-rata 0,77. Dengan demikian media roda putar angka dalam pembelajaran berdiferensiasi valid, layak dan dapat meningkatkan hasil belajar kognitif dan kemampuan komunikasi matematis. 

Kata Kunci : Media Roda Putar Angka, Berdiferensiasi, Hasil Belajar, Komunikasi Matematis

This study aims to examine the development process and determine the feasibility level including validity, practicality, and effectiveness as well as the improvement of learning outcomes and mathematical communication skills of fifth-grade students through the use of the Number Spin Wheel media in differentiated instruction on place value material. The research employed a Research and Development (R&D) method with the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of 12 students and 24 students from different elementary schools in Sugio District, Lamongan Regency. Media validity was assessed through evaluations by media and material experts, practicality was reviewed through teacher and student response questionnaires, and effectiveness along with improvement was measured by differences between pretest and posttest results. The findings from the trial class indicate that the Number Spinner media used in differentiated instruction meets the criteria of being highly valid, as evidenced by a media validation score of 93% and a material validation score of 93%. It is also classified as highly practical, with an average teacher and student response score of 95.77%, and effective, as reflected in the average N-gain of 0.65 for cognitive learning outcomes and 0.77 for mathematical communication skills—both of which fall within the high category. In the implementation class, further improvements were observed, with an average N-gain of 0.72 for cognitive learning outcomes and 0.77 for mathematical communication skills. In conclusion, the Number Spinner media developed for differentiated instruction is valid, feasible, and effective in enhancing students’ cognitive learning outcomes as well as their written mathematical communication skills.

Keywords: Number Spin Wheel Media, Differentiated Instruction, Learning Outcomes, Mathematical Communication Skills