The Impact of Concrete Media on Third-Graders' Conceptual Understanding of Whole Number Addition

Abstract

This study aims to analyze the effect of specific concrete media (pebbles, leaves, and ice cream sticks) on third-grade students’ conceptual understanding of whole number addition and their learning motivation. Employing a quasi-experimental non-equivalent control group design, the study involved 30 students from SDN 010 Sepaku during the 2025/2026 academic year. Data were collected using validated tests and questionnaires (Cronbach’s Alpha > 0.70; r-calculated > 0.361). Binary logistic regression analysis revealed that concrete media exerted a statistically non-significant effect on conceptual understanding (Sig. = 0.440; Exp(B) = 0.524). Conversely, an independent samples t-test demonstrated a highly significant positive influence on learning motivation (p < 0.001). Furthermore, Pearson Product-Moment correlation indicated a non-significant relationship between conceptual understanding and learning motivation (Sig. = 0.270). These findings suggest that within short-term interventions, concrete media function more effectively as affective motivational enhancers rather than direct drivers of conceptual mastery. The study underscores the necessity of integrating manipulative media with structured pedagogical scaffolding to optimize both cognitive and affective learning outcomes in elementary mathematics education.