Integrasi Pedagogi Concrete–Pictorial–Abstract dalam Pembelajaran Matematika Sekolah Dasar: Perspektif Pendidikan Islam terhadap Pemahaman Konsep Pecahan
DOI:
https://doi.org/10.15408/tadabbur.v5i2.53349Keywords:
Islamic Education, Conceptual Understanding, Fractions, Mathematics LearningAbstract
Understanding fraction concepts remains a challenge in elementary mathematics because learning often emphasizes procedural skills rather than conceptual reasoning. This study aims to examine the integration of the Concrete–Pictorial–Abstract (CPA) pedagogy in mathematics learning from the perspective of Islamic education to strengthen students' conceptual understanding of fractions. The study employed Classroom Action Research based on the Kemmis and McTaggart model involving 20 fifth-grade students at SD Negeri 56 Lubuklinggau during the 2025/2026 academic year. Data were collected through tests, observations, and documentation, and analyzed descriptively across two action cycles. The findings indicate that implementing CPA consistently improved students' understanding of fraction concepts, as reflected in higher average achievement and classical learning mastery in each cycle. The concrete, pictorial, and abstract learning sequence enabled students to construct mathematical concepts gradually while encouraging active participation and reflective thinking. From the perspective of Islamic education, this pedagogical process aligns with the principles of tadarruj (gradual learning), meaningful understanding, and holistic knowledge development. Therefore, CPA provides an effective pedagogical alternative for strengthening conceptual mathematics learning in elementary schools.
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