THE USE OF THE CONCRETE-PICTORIAL-ABSTRACT (CPA) APPROACH TO ASSIST SECOND-GRADE STUDENTS IN UNDERSTANDING ADDITION AND SUBTRACTION AT SDN 1 BANYU URIP

Abstract

Elementary mathematics learning often faces the phenomenon of "memorizing without understanding" due to the material being presented too abstractly, even though class II students are still at the concrete operational stage. This research aims to describe the process of implementing the Concrete-Pictorial-Abstract (CPA) approach and identify obstacles to its implementation in addition and subtraction material in class II at SDN 1 Banyu Urip. The research used a qualitative case study approach, with four students as subjects selected through purposive sampling representing high, medium and low abilities, supported by data from the homeroom teacher and school principal. Data was collected through participant observation, interviews and documentation, analyzed using the Miles and Huberman model, and tested for validity through triangulation. The research results show that CPA is carried out systematically through concrete, pictorial and abstract stages; The high group crossed all stages ideally, the medium group had doubts at the pictorial stage but reached the abstract stage well, while the low group experienced cognitive asynchrony and got stuck at the abstract stage due to limited number symbol literacy. Obstacles include disparities in student abilities, overcrowded classes (38 students), and limited classroom space, which the school responds to through Deep Learning Training. Research concludes that CPA is effective in helping students understand mathematical concepts in stages, but its success needs to be supported by increasing teacher competence and improving classroom facilities.