Concrete Media vs. Picture Media: Which Is More Effective in Elementary Students’ Mathematics Learning?
Year: 2026
Type: article
Study design: Clinical Trial
Abstract: Mathematics learning in elementary schools is still often dominated by abstract approaches, causing students difficulties in understanding mathematical concepts meaningfully. This study aimed to compare the effectiveness of concrete media and picture media on the mathematics learning outcomes of fifth-grade elementary school students. This study employed an experimental method using a posttest-only control design. The population consisted of all fifth-grade students of SD Inpres Perumnas Antang 1 Makassar, totaling 79 students divided into two classes. The sampling technique used was saturated sampling. The experimental class consisted of 40 students taught using concrete media, while the control class consisted of 39 students taught using picture media. Data were collected through a mathematics achievement test and analyzed using descriptive and inferential statistics through an independent sample t-test. The results showed that the average post-test score of students taught using concrete media was 80.00, which was higher than that of students taught using picture media at 70.96. Hypothesis testing indicated that the t-value was greater than the t-table value (3.19 > 1.67), indicating a significant difference in mathematics learning outcomes between students taught using concrete media and those taught using picture media. This study implies that concrete media are more effective in helping elementary school students understand abstract mathematical concepts through meaningful and real learning experiences.
Author: Kadir Kadir
Language: English
Subfield: Applied Mathematics
Field: Mathematics
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7171536432