ANALISIS GESTURE GURU DALAM PEMBELAJARAN MATEMATIKA KELAS IV SDN SUMBER 03 KABUPATEN BLITAR

One of the teacher's strategies for conveying communication is by conveying it through gestures. Gestures are a form of nonverbal communication carried out through body movements to convey messages through speech. This research aims to analyze the use of teacher gestures in mathematics learning in class IV at SDN Sumber 03 Blitar Regency. With teacher gestures, the success of a lesson depends on the communication skills possessed by the teacher in presenting the material. Through these gestures, teachers hope that mathematics learning will be fun and foster students' enthusiasm for learning.
This research uses qualitative research with a descriptive type. This research was carried out at SDN Sumber 03 Blitar Regency, focusing on grade IV teachers. The data collection methods used were observation, interviews and documentation in the form of audiovisual recordings and photographs. Data sources are primary data (results of observations and interviews with class IV teachers at SDN Sumber 03 Blitar Regency) and secondary data (documentation). Data analysis includes 3 stages, namely data reduction, data presentation, and drawing conclusions. Research procedures include planning, implementation and final stages. Checking the validity of the data uses triangulation techniques. This research was carried out in the even semester of the 2024/2025 academic year.
The research results obtained were from three types of gestures according to Alibali & Nathan, modifying McNeill's classification of gestures into three types, namely pointing gestures, representational gestures and writing gestures. The teacher made the pointing gesture 88 times in teaching equivalent fraction mathematics. The teacher made representational gestures 22 times in teaching equivalent fraction mathematics. Meanwhile, the teacher did the writing gesture 16 times in teaching equivalent fraction mathematics. Using appropriate gestures can increase student involvement in the learning process and help them more easily understand the concepts being taught. Therefore, it can be concluded that in this study the pointing type of gesture was the most dominant one used by elementary school teachers, especially in teaching mathematics about equivalent fractions.