Learning Together: How Peer Tutors Improve Students’ Math Skills on Plane Shapes

Abstract

This study aimed to improve the mathematics learning outcomes of fourth-grade students at SDIT Al Hikmah Islamic School, Depok, through the implementation of the Peer Tutoring method. Preliminary observations showed that the average student score on the topic of plane figure properties was 65.33, below the school’s Minimum Mastery Criteria (KKTP) of 75. Using the Classroom Action Research (CAR) method conducted in three cycles—planning, implementation, observation, and reflection—the study involved 24 fourth-grade students. Data were collected through observation, interviews, tests, and documentation. The results showed continuous improvement, with mastery increasing from 29.1% in Cycle I to 62.5% in Cycle II and 87.5% in Cycle III, surpassing the KKTP. The Peer Tutoring method encouraged active and collaborative learning, enhancing student engagement and understanding. Thus, it can be concluded that the Peer Tutoring method effectively improves students’ mathematics learning outcomes