Implementation of Bruner's Theory to Improve Understanding of the Concept of Numbers for Grade I Students at SDN 1 Kepanjen

Abstract

Understanding the concept is a basic ability that must be possessed by students in
understanding mathematics. This study aims to determine the increase in elementary school students'
conceptual understanding after applying Bruner's theory in learning mathematics. This type of
research is Class Action Research. The research design used was developed by Kemmis and McTaggart
where each activity cycle consists of four components, namely planning, implementation of
action/treatment, observation, and reflection. The subjects in this study were 25 students of class IA
SD Negeri 1 Kepanjen. The research results show that the application of Bruner's learning theory can
activate students in learning. Improvement in understanding the ability of the concept occurs in each
cycle. At the beginning of the observation, the average number of concept understanding abilities of
students was 22.67%, then increased in cycle I by 44%, cycle II by 69.33%, and achieving expectations
in cycle III by 88%. The successful application of Bruner's learning theory is also evidenced by the
increased mastery of student learning outcomes. At the beginning of the cycle, only 28% of students
passed, then increased in cycle I by 48% of students, cycle II by 72% of students, and achieving
expectations in cycle III by 92%. Thus, the implementation of Bruner's theory can improve
understanding of the concept of numbers in learning mathematics. s learning theory is also evidenced
by the increased mastery of student learning outcomes. At the beginning of the cycle, only 28% of
students passed, then increased in cycle I by 48% of students, cycle II by 72% of students, and
achieving expectations in cycle III by 92%. Thus, the implementation of Bruner's theory can improve
understanding of the concept of numbers in learning mathematics. s learning theory is also evidenced
by the increased mastery of student learning outcomes. At the beginning of the cycle, only 28% of
students passed, then increased in cycle I by 48% of students, cycle II by 72% of students, and
achieving expectations in cycle III by 92%. Thus, the implementation of Bruner's theory can improve
understanding of the concept of numbers in learning mathematics.