Implementasi Pembelajaran Mendalam Berbantuan Fraction Blocks Pada Materi Pecahan Kelas Iv Sekolah Dasar

Fraction learning in elementary schools still faces challenges related to incomplete conceptual understanding, including students’ tendency to compare fractions based on the magnitude of their numerators or denominators (whole-number bias). This study aimed to describe the implementation of deep learning assisted by Fraction Blocks, the use of the media to facilitate fraction exploration, and the responses of the teacher and fourth-grade students at SDN Seso. The study employed a qualitative approach with a descriptive method. The participants consisted of 24 fourth-grade students and one classroom teacher selected through purposive sampling. Data were collected through observation, interviews, a questionnaire, and documentation. The data were analyzed through data reduction, data display, and conclusion drawing. Data trustworthiness was examined through source and technique triangulation. The findings showed that the principles of mindful, meaningful, and joyful learning were implemented through contextual activities, group exploration using fraction blocks, presentations, and reflection. The use of Fraction Blocks helped students reconsider their initial understanding of fraction comparison and identify equivalent fractions through concrete representations. The average positive student response reached 97.2%, indicating high acceptance of the learning experience. The study concluded that integrating deep learning with Fraction Blocks could serve as an active and contextual alternative for teaching fractions, provided that teachers guided students in connecting concrete representations with mathematical symbols. ABSTRAK Pembelajaran pecahan di sekolah dasar masih menghadapi kendala berupa pemahaman konsep yang belum utuh, termasuk kecenderungan siswa membandingkan pecahan berdasarkan besarnya angka pembilang atau penyebut (whole-number bias). Penelitian ini bertujuan mendeskripsikan penerapan pembelajaran mendalam berbantuan Fraction Blocks, penggunaannya dalam memfasilitasi eksplorasi nilai pecahan, serta respons guru dan siswa kelas IV SDN Seso. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian terdiri atas 24 siswa kelas IV dan seorang guru kelas yang dipilih melalui purposive sampling. Data dikumpulkan melalui observasi, wawancara, angket, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperiksa menggunakan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa prinsip berkesadaran, bermakna, dan menggembirakan diterapkan melalui kegiatan kontekstual, eksplorasi balok pecahan secara berkelompok, presentasi, dan refleksi. Penggunaan Fraction Blocks membantu siswa meninjau kembali pemahaman awal tentang perbandingan pecahan dan menemukan kesetaraan pecahan melalui representasi konkret. Respons positif siswa mencapai rata-rata 97,2%, yang menunjukkan penerimaan tinggi terhadap pengalaman pembelajaran. Penelitian ini menyimpulkan bahwa integrasi pembelajaran mendalam dan Fraction Blocks dapat menjadi alternatif pembelajaran pecahan yang aktif dan kontekstual, dengan dukungan guru untuk menghubungkan representasi konkret dengan simbol matematika.