ANALISIS OBJEK SEMIOTIK MEDIA PEMBELAJARAN EDUCATION BOARD PADA PEMBELAJARAN MATEMATIKA KELAS III DI SD MUHAMMADIYAH 04 BATU

Mathematics education in elementary schools is one of the fundamental subjects that plays an important role in developing logical, analytical, systematic, and critical thinking skills in elementary school students. Mathematics serves as the foundation for understanding basic concepts such as numbers, arithmetic operations, measurement, and geometry. To support this in the learning process, various facilities and infrastructure are used, one of which is learning media. Media is an integral part of the overall learning system and process; in other words, learning media provides information about activities and is a very important component of learning. When discussing media, there are always symbols or signs within it. Due to the presence of symbols, terms, and signs, the researcher examined semiotic signs to determine the effectiveness of the learning media used in the classroom.
This study uses a qualitative approach with a descriptive type. The purpose of this study is to describe the semiotics of educational boards in third-grade mathematics learning at elementary schools. The research was conducted at SD Muhammadiyah 04 Kota Batu. This study uses data collection methods such as observation, interviews, and documentation. Data analysis in this study involved data collection, data reduction, data presentation, and conclusion drawing. Data validity was checked using triangulation techniques.
The results of the study indicate that the educational board media encourages students to be more motivated and active during class discussions and creates an engaging and dynamic learning environment. Through this media, students not only understand the concepts of arithmetic operations, but they also learn how to use symbols for mathematical communication. The semiotic approach used includes language, problem situations, concepts, propositions, procedures, and arguments. The language in this media is taught through teacher instructions, teacher guidance, and visual aids that are clear, concise, and easy to understand. Problem situations in learning are designed to be challenging, while the material studied includes concepts such as numbers, measurements, and two-dimensional and three-dimensional shapes. Propositions reflect mathematical statements that have been proven to be true, procedures explain the steps to solve problems, and arguments emerge through explanations provided by the teacher. Thus, the application of semiotics-based education boards not only strengthens students' understanding of the material but also contributes to developing their critical and analytical thinking skills. As for suggestions for teachers, when designing learning media, they should consider the durability or resistance to touch during use so that the media can be used for a long time. Additionally, the media should be combined with other game elements to make it more interactive and educational. For future researchers, it is recommended to examine the effectiveness of using education boards on different mathematics materials, as well as to deepen understanding of semiotic objects in the context of mathematics learning in a more comprehensive manner.