Developing Constructivism-Based Student Worksheets to Improve Learning Outcomes on Surface Area in Phase C

Abstract

Mathematics learning practice in Elementary Schools on the topic of surface area often reveals a gap between procedural knowledge and conceptual understanding, where students can memorize formulas but struggle to comprehend surface area as the sum of the constituent faces of three-dimensional figures. This gap reflects a learning process dominated by formula-based instruction rather than activities that engage students in constructing their understanding of geometric concepts. This study aims to develop a constructivism-based Student Worksheet (Lembar Kerja Peserta Didik/LKPD) that is valid, practical, and effective in improving students’ conceptual learning outcomes on surface area. This study employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, and Disseminate), with a limited trial involving 21 Grade VI students of SDN Sumberwuluh. The result showed that in the Develop stage the LKPD achieved a Highly Valid category with an average validator score of 3.65, confirming its alignment with students’ cognitive development and constructivist learning principles. The LKPD was also categorized as highly practical, as indicated by an average student response of 81.32%, demonstrating ease of use and positive engagement during learning activities. In terms of effectiveness, the LKPD showed a High-category N-Gain score of 0.7964, supported by the results of a paired t-test that revealed a statistically significant improvement in learning outcomes (p < 0.001). In conclusion, the developed constructivism-based LKPD meets the criteria of validity, practicality, and effectiveness, and thus can serve as an innovative and reliable learning resource to support meaningful mathematics learning in elementary schools.