THE USE OF DIENES BLOCKS TO IMPROVE MULTIPLICATION SKILLS AMONG FIFTH-GRADE STUDENTS WITH INTELLECTUAL DISABILITIES

Abstract

This study aimed to improve multiplication skills among fifth-grade students in an inclusive elementary school through the use of Dienes Blocks as a concrete mathematical learning medium. The study employed a Classroom Action Research design based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages conducted in two cycles. The participants were 24 fifth-grade students at SDN 002 Rantau Pulung, including five students with intellectual disabilities who constituted the primary focus of the intervention. Data were collected through observation, multiplication tests, and documentation and analyzed using descriptive quantitative and qualitative procedures. Learning outcomes were assessed based on mean scores and classical mastery, with a minimum mastery criterion of 75 and a classical mastery target of 80%. The findings demonstrated a progressive improvement in students’ multiplication performance. The mean score increased from 72.16 in the pre-test to 75.88 in Cycle I and 79.21 in Cycle II. Classical mastery also increased from 66.67% to 79.17% and subsequently to 91.67%. Classroom observations indicated that Dienes Blocks enabled students to visualize multiplication as repeated grouping and supported more active engagement with mathematical concepts. The findings suggest that Dienes Blocks, when combined with structured instruction, repeated practice, and teacher scaffolding, can support multiplication learning in inclusive elementary classrooms, particularly for students with intellectual disabilities.