Improving Mathematics Learning Outcomes on Fraction Material Using PBL-Based Petis (Automatic Fraction) Media for Elementary School Students

: This research aims to improve mathematics learning outcomes, especially fraction material, in grade 4 students at SDN 2 Banaran by using PETIS (Automatic Fractions) media based on problem based learning. This research has three cycles, each cycle consisting of four stages, namely planning, action, observation and reflection in accordance with the classroom action research model of Stephen Kemmis and Robyn McTaggarat. The data collection techniques used are document studies, questionnaires, interviews, observations and tests. Meanwhile, the data analysis techniques used are data reduction, data exposure, and data conclusion. An important finding in this classroom action research is that there was an increase in the percentage of classical completeness and the average class score in each cycle which ultimately reached the indicator of research success. Details of this increase include cognitive diagnostic assessment activities, student learning outcomes have a classical completion percentage of 36.84% which is classified as poor with an average class score of 59.47. In the first cycle, student learning outcomes had a classical completion percentage of 47.36% which was classified as sufficient with an average class score of 67.36. In cycle II, student learning outcomes had a classical completion percentage of 63.15%, which was classified as good, with an average class score of 77.89. In cycle III, student learning outcomes had a classical completion percentage of 84.21% which was classified as very good with an average class score of 84.21.

DOI : https://doi.org/10. 29407/jpdn.v9i2.20774   the physical and spiritual development of students towards the formation of a primary personality.Based on the opinions above, it can be concluded that education is a conscious and planned effort to develop the abilities within a person so that they can benefit themselves and others.
Education is a very important thing in life.Through education we can develop human resources who are reliable, able to compete fairly and have a sense of humanity (Alpian et al., 2019).Every human being has the right to education, as do Indonesian citizens.In fact, because it is very important, the Indonesian government requires its citizens to receive at least basic education.This is reinforced by the 1945 Constitution Article 31 Paragraph 2 in (Herawati, 2016) which explains that every Indonesian citizen is obliged to attend basic education and the government is obliged to finance it.Basic education referred to here is a 12-year compulsory education program consisting of 6 years in elementary school, 3 years in junior secondary school, and 3 years in senior secondary school.Based on the program above, the level of education that must be taken first is elementary school education.
Primary school education is education provided for children aged 7 to 13 years which is adapted to the potential and characteristics of the educational unit (Masitah & Setiawan, 2017).Learning held in elementary schools emphasizes students' literacy and numeracy competencies (Faradiba et al., 2021).Numeracy is the ability to think using concepts, procedures, facts and mathematical tools to solve contextual problems in everyday life (Rohim et al., 2021).Numeracy skills are very important for students because through this ability they can apply their knowledge in social life (Rachman et al., 2021).One of the efforts made by the government to develop students' numeracy skills is through mathematics subjects.
Mathematics is a science that emphasizes human abilities in the field of reasoning based on certain patterns in the form of levels or regularities of things (Siagian, 2016).
By studying mathematics subjects in elementary school, students will get used to thinking critically, objectively and logically from an early age.Unfortunately, this subject is considered a frightening threat by students (Mailani, 2013).Many students experience difficulties when studying mathematics subjects so that they have phobias in the form of feelings of nervousness, stress or anxiety.In fact, this also affects student learning outcomes where they tend to get grades below the KKM.A similar incident was also DOI : https://doi.org/10. 29407/jpdn.v9i2.20774experienced by 4th grade students at SDN 2 Banaran.Based on the results of observations using the document study method on class 4 student report cards for semester I of SDN 2 Banaran, it shows that as many as 63% of students still got grades below the KKM (< 80).

Source: Document study results in the form of student report cards
After conducting interviews with the principal and class 4 homeroom teacher, it was discovered that this condition was also caused by learning loss which was the impact of implementing online learning.Learning loss is a phenomenon where a generation loses the opportunity to gain knowledge due to delays in the learning process (Pratiwi, 2021).
The COVID-19 pandemic requires teaching and learning activities to be carried out not face-to-face, but through virtual spaces by utilizing various existing technological facilities.Something like this is something new for the learning system in Indonesia, not to mention that the technological facilities at SDN 2 Banaran can be said to be insufficient to carry out online learning well.As a result, teaching and learning activities are somewhat hampered and do not take place optimally.
On the one hand, the demands for mastering the learning materials in the 2013 curriculum are very tight, where in one day students must master the indicators that have been determined.So if a student has not mastered the concept of the material taught today, the teacher may not repeat it but must continue to the next material.This is very contrary to the concept of teaching mathematics, where to master a concept in a higher class, students are required to master the concept taught in the previous class (Biassari et al., 2021).This condition will also affect students' psychology, where they will become lazy when studying mathematics because they feel they are far behind and do not understand the basic concepts of the material being taught.DOI : https://doi.org/10.29407/jpdn.v9i2.20774material; 11 students had difficulty understanding the KPK and FPB material; 12 students had difficulty understanding approximation material; 8 students had difficulty understanding the flat shape material; and 10 students had difficulty understanding statistics material.Based on this data, it can be concluded that grade 4 students at SDN 2 Banaran need further learning related to fraction material.
Teachers must always come up with creative learning innovations so that students are actively involved in learning activities so that they get a more meaningful learning experience.One innovation that can be applied is the problem based learning model.
Problem based learning is a learning model with an authentic problem approach so that students can construct their own knowledge and develop high-level thinking skills (Pramudya et al., 2019).Very Poor Source: (Yanti & Abdullah, 2017) Meanwhile, to find out the class average value, use the following formula: Source: (Hutauruk & Simbolon, 2018)

Figure 3. Student Average Score Formula
The indicator of success in this research is if the student's classical completion percentage is ≥ 80% and the class average score is at least 80 in accordance with the KKM set by SDN 2 Banaran.

RESULT A. Analysis of Cognitive Diagnostic Assessment Learning Results
Based on the cognitive diagnostic assessment learning results of 19 students, 7 students scored above the KKM while 12 other students did not reach the KKM.The percentage of classical completeness obtained was 36.84% which was classified as poor.
The highest score a student can achieve is 90 and the lowest score is 0 with a class average score of 59.47 which has not yet reached the KKM.These results can be displayed in the following graph: DOI : https://doi.org/10.29407/jpdn.v9i2.20774

Analysis of Cycle I Learning Results
Based on the first cycle learning results of 19 students, 9 students got scores above the KKM while 10 other students did not reach the KKM.The percentage of classical completeness obtained was 47.36% which was classified as sufficient.The highest score a student can achieve is 100 and the lowest score is 20 with a class average score of 67.36 which has not yet reached the KKM.These results can be displayed in the following graph:

DISCUSSION
The focus of this research is aimed at improving mathematics learning outcomes, especially fraction material, after using learning media in the form of PETIS (Automatic Fractions).According to Yusufhadi Miarso in (Nurrita, 2018), learning media is anything that is used to channel messages to someone so that it can stimulate that individual to carry out the learning process.Meanwhile, according to Ahmad Rohani in (Fadilah et al., 2023), learning media can be defined as anything that can be sensed which functions as a tool/intermediary/means in conveying learning material.On the other hand, learning media can also be interpreted as a tool that is a way for someone to teach/deliver learning material in an interesting way (Fatria & Listari, 2017).Based on the opinions above, it can be concluded that learning media is anything that is used by someone to convey learning material so that it can stimulate individuals to learn the material.
The use of media in implementing learning is very important.This is reinforced by the opinion which states that in the teaching and learning process the five components that are very influential are objectives, materials, methods, media and learning evaluation (Falahudin, 2014).By using learning media, there are several benefits that will be obtained according to Arief S. Sadiman in (Munawarah, 2019), including: 1) Can to design presentation materials in slide form (Hasanah, 2020).Meanwhile, the baamboozle application is a fun game to play in groups (Fitriani et al., 2022).
In cycle I, the learning media used was only the Microsoft Power Point application as a means to convey sub-material on basic concepts of fractions which can be accessed via the following link: https://bit.ly/3XW18ra.

Figure 1 .Figure 2 .
Figure 1.Formula for calculating student learning completenessNext, individual student ability data is processed using the following formula to determine the percentage of classical completeness: ://doi.org/10.29407/jpdn.v9i2.20774

Figure
Figure 4. Comparison of Ideal Learning Results with Cognitive Diagnostic Assessment

Figure 5 .Figure 6 .Figure 7 .
Figure 5.Comparison of Ideal Learning Results with Cycle I ://doi.org/10.29407/jpdn.v9i2.20774overcome the limitations of the senses, space and time; 2) Can make students actively involved in learning activities; and 3) Can equalize students' experiences and perceptions regarding learning material.The learning media used in this research is technology-based learning media that integrates various applications resulting in the creation of a new learning media called PETIS (Automatic Fractions).In general, there are two applications that are integrated in this learning media, namely the Microsoft Power Point application and the Baamboozle application.The Microsoft Power Point application is software used

Figure 9 .
Figure 9. Cycle I Teaching Practices

Figure 11 .
Figure 11.Teaching Practices Cycle II In cycle III the learning media used integrates the Microsoft Power Point application and the Baamboozle application.The Microsoft Power Point application is used as a means to convey sub-material on simplifying and comparing fractions and discussing 5questions that arise in the baamboozle application.Meanwhile, the baamboozle application is used as a means to check students' understanding of the sub-material.The use of the baamboozle application in cycle III is almost the same as cycle II, the difference lies in the sub-material tested and the number of questions listed is only 5 questions.This learning media can be accessed via the following link: https://bit.ly/44L5G5V.