Yuni Syifau Rohmah, Akda Zahrotul Wathoni, Ade Suhara

SOSIALISASI PERHITUNGAN CEPAT MATEMATIKA UNTUK ANAK-ANAK DILINGKUNGAN DESA KARANGLIGAR

Introduction

Sosialisasi perhitungan cepat matematika untuk anak-anak dilingkungan desa karangligar. Sosialisasi perhitungan cepat matematika untuk anak-anak Desa Karangligar. Tingkatkan minat dan kemampuan berhitung dasar dengan teknik jarimatika yang menyenangkan.

Abstract

Matematika merupakan salah satu mata pelajaran yang diberikan disemua tingkatan sekolah. Matematika merupakan keterampilan dasar yang harus dikuasai siswa sebelum mempelajari bahan ajar sains. Salah satu potensi Pendidikan yang harus dikembangkan yaitu anak-anak sekolah yang ada di desa Karangligar, Kecamatan Telukjambe Barat. Tujuan kegiatan pengabdian kepada masyarakat ini untukn mengenalkan cara perhitungan cepat matematika untuk anak-anak desa Karangligar sambil bermain sehingga menumbuhkan minat belajar anak-anak pada pembelajaran matematika. Hasil kegiatan pengabdian ini diperoleh masih ada beberapa anak anak dilingkungan desa Karangligar yang kesuliatan dalam menghitung perhitungan dasar matematika. Faktor-faktor yang berpengaruh dari permasalah tersebut diantaranya teknik perhitungan yang masih mengandalkan hafalan. Dari pengabdian ini, dapat disimpulkan bahwa teknik jarimatika dapat menjadi alternatif yang lebih efektif bagi anak-anak yang mengalami kesulitan dalam berhitung cepat dibandingkan dengan metode konvensional.

Review

The paper, "SOSIALISASI PERHITUNGAN CEPAT MATEMATIKA UNTUK ANAK-ANAK DILINGKUNGAN DESA KARANGLIGAR," presents a community service initiative focused on enhancing mathematical calculation skills among children in Karangligar village. The authors correctly identify mathematics as a foundational subject crucial for all educational levels and especially for science literacy. The intent to introduce rapid calculation methods through playful engagement to cultivate children's interest in mathematics within a rural setting is highly commendable and addresses a vital educational gap often overlooked in underserved communities. The abstract outlines a practical approach aimed at improving basic math proficiency. It pinpoints a significant challenge: children in Karangligar often struggle with fundamental calculations, frequently relying on rote memorization. The intervention introduced the "jarimatika" (finger mathematics) technique as an alternative method. The key conclusion drawn is that jarimatika is posited as a more effective alternative for children experiencing difficulties with rapid calculation compared to conventional methods, suggesting a potential improvement in their mathematical engagement and competence. While the objective and the community-focused approach are praiseworthy, the abstract, as a summary for a journal, could benefit from more detailed methodological information. For a full paper, it would be crucial to specify the age group of the children involved, the number of participants, the duration and precise structure of the "sosialisasi" program, and a clearer definition of the "conventional methods" used for comparison. To substantiate the claim of "more effective," quantitative data from pre- and post-intervention assessments or a controlled comparison would significantly enhance the scientific rigor. Despite these suggestions for empirical strengthening, the paper effectively highlights the value of community-based educational interventions and the potential of alternative teaching methods like jarimatika in addressing foundational math difficulties.

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