Implementation of Plasticine as a Teaching Aid to Develop Understanding of the Concept of the Perimeter of Plane  Figures Among Fifth-Grade Students at  SDN 2 Bendanpete: Implementasi Media Plastisin Sebagai Alat Peraga Untuk Membangun Pemahaman Konsep Keliling Bangun Datar Kelas V SD N 2 Bendanpete

Woro Prastika; Nur Fajrie; Denni Agung Santoso

doi:10.36526/santhet.v10i5.9402

Authors

Woro Prastika Universitas Muria Kudus
Nur Fajrie Universitas Muria Kudus
Denni Agung Santoso Universitas Muria Kudus

DOI:

https://doi.org/10.36526/santhet.v10i5.9402

Keywords:

plasticine learning media, conceptual understanding, perimeter of plane figures, elementary mathematics learning

Abstract

Students' understanding of the concept of perimeter of plane figures in elementary mathematics learning is often limited because instruction tends to emphasize memorizing formulas rather than providing concrete learning experiences. This study aimed to analyze the implementation of plasticine as a manipulative learning medium to develop fifth-grade students' conceptual understanding of the perimeter of plane figures at SD N 2 Bendanpete and to describe the learning experiences of both teachers and students during its implementation. This research employed a qualitative approach using a narrative research design. The participants consisted of one fifth-grade teacher and eight students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation. The data were analyzed using data reduction, data display, and conclusion drawing, while credibility was ensured through source, technique, and time triangulation. The findings revealed that the use of plasticine enabled students to construct their understanding by forming plane figures, identifying their sides, and calculating perimeters through direct manipulation. Students demonstrated conceptual understanding across five indicators: restating concepts, classifying objects based on their properties, identifying examples and non-examples, representing mathematical concepts in different forms, and applying concepts to solve problems. In addition, the learning medium increased students' engagement, confidence, enthusiasm, and active participation while helping teachers deliver mathematics instruction more effectively. The novelty of this study lies in demonstrating that plasticine functions not only as a concrete teaching aid but also as an experiential learning medium that simultaneously strengthens conceptual understanding and meaningful classroom interaction in elementary mathematics learning.

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