Enhancing Matrix Multiplication Learning in Grade XI: A Design Thinking Approach with Talking Stick and Row-by-Column Techniques
DOI:
https://doi.org/10.31980/mosharafa.v14i1.2209Keywords:
Pembelajaran Kooperatif, Operasi Matriks, Perkalian Matriks, Berpikir Desain, Cooperative Learning, Matrix Operation, Matrix Multiplication, Design ThinkingAbstract
Penelitian ini mengungkap penerapan konsep tongkat bicara dan teknik kolom-kali-baris untuk pembelajaran perkalian matriks siswa kelas XI dengan pendekatan desain berpikir. Penelitian kuantitatif deskriptif ini melibatkan guru mata pelajaran dan 32 peserta didik XI F 1 sebagai subjek penelitian. Penelitian ini diawali dengan observasi awal, diikuti dengan pelatihan teknik, metode, dan pendekatan gabungan, dan kemudian penerapan teknik gabungan oleh guru. Metode pengumpulan data dan instrumen yang diterapkan adalah lembar observasi untuk mengamati situasi sebelum dan sesudah guru saat menggunakan teknik, proses, dan pendekatan gabungan yang telah ditentukan. Para peneliti menganalisis data yang terkumpul menggunakan analisis deskriptif kuantitatif untuk mengidentifikasi perubahan yang paling efektif. Hasilnya menemukan bahwa teknik, metode, dan pendekatan gabungan memiliki pembelajaran perkalian matriks yang lebih baik. Kombinasi yang diterapkan menciptakan suasana belajar yang terstruktur dan interaktif untuk mendorong tanggung jawab dan kolaborasi. Para siswa dapat menjelaskan konsep matriks, memberikan solusi, dan berkolaborasi dengan teman sebayanya. Temuan-temuan ini menunjukkan bahwa memadukan konsep tongkat bicara dengan teknik kolom dikalikan baris melalui pendekatan desain berpikir dapat berfungsi sebagai model pedagogis yang efektif untuk meningkatkan keterlibatan siswa, pemahaman konseptual, dan pemecahan masalah kolaboratif dalam pembelajaran perkalian matriks.
This research revealed the implementation of the talking-stick concept and column-multiplied-by-row technique for matrix multiplication learning of XI graders with a thinking design approach. This descriptive quantitative research involved the course teacher and 32 learners of XI F 1 as the research subjects. This research began with preliminary observation, followed by training in the combined technique, method, and approach, and then implementation of the combined technique by the teacher. The method of collecting data and the applied instruments were an observation sheet to observe the pre- and post-situations of the teacher while using the predetermined combined technique, process, and approach. The researchers analyzed the collected data using a quantitative descriptive analysis to identify the most effective changes. The results found that the combined technique, method, and approach had better matrix multiplication learning. The applied combination created structured and interactive learning atmospheres to encourage responsibility and collaboration. The students could explain the matrix concept, provide a solution, and collaborate with their peers. These findings suggest that integrating the talking-stick concept with the column-multiplied-by-row technique through a thinking design approach can serve as an effective pedagogical model to enhance student engagement, conceptual understanding, and collaborative problem-solving in matrix multiplication learning.
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