Enhancing Mathematics Learning Outcomes Through Multiplication Board Media Among Elementary School Students

This classroom action research aimed to enhance mathematics learning outcomes by implementing multiplication board media for third-grade elementary school students. The study was conducted over two cycles, with each cycle comprising four stages: planning, action, observation, and reflection. The subjects were 20 sixth-grade students. Data were collected through end-of-cycle evaluations, observations, and documentation. Student and teacher activities were recorded using observation sheets. The results indicated a significant improvement in student learning outcomes. The class average score increased from 60 in Cycle I to 81.5 in Cycle II. The classical completion rate (percentage of students meeting the minimum passing criteria) also rose substantially from 45% in Cycle I to 90% in Cycle II. In terms of individual completion, the number of students achieving the minimum mastery level increased from 10 out of 20 students in Cycle I to 18 out of 20 students in Cycle II. Furthermore, teacher performance in implementing the learning process improved from 79.16% (Good) in Cycle I to 95.83% (Excellent) in Cycle II. Based on these findings, it can be concluded that the use of multiplication board media effectively enhances mathematics learning outcomes among third-grade elementary school students. The tangible and interactive nature of the media facilitated a better understanding of multiplication concepts, leading to increased student engagement and academic achievement.