Implementation of Jarimatic Method on The Material of Multiple and Division

The objectives of this study are 1) to determine the process of implementing the Jarimatika method in the multiplication and division material for class VA at MIN 6 Jember for the 2020/2021 academic year. 2) to describe the advantages of the Jarimatika method on multiplication and division materials for class VA at MIN 6 Jember in the 2020/2021 academic year. 3) to describe the shortcomings of the Jarimatika method in the multiplication and division material for class VA at MIN 6 Jember in the 2020/2021 academic year. The approach used in this research is a qualitative approach and the type of research used is phenomenology. The data source for determining the subject of this research using Purposive technique, namely the technique of selecting informants who are considered to be able to provide the information needed in accordance with the objectives in the study, the informants in this study are the Head of Madrasah, Class V Teacher, and Class VA Students at MIN 6 Jember. Data collection techniques using observation, interviews and documentation, data analysis using concepts from Huberman, Miles and Saldana, namely Data Condensation, Data Presentation and Conclusion Drawing. Data validity using triangulation techniques and sources. The results of the research on the Implementation of the Jarimatika Method in the Multiplication and Division Material of Class VA at MIN 6 Jember in the 2020/2021 academic year are 1) The implementation of the jarimatika method in the multiplication and division material of class VA at MIN 6 Jember includes; Planning, Implementation, and Evaluation. At the planning stage, the teacher provides an initial description of the concept of jarimatika (modeling). Implementation stage, namely planting and understanding the concept of jarimatika method, skill building/practice of jarimatika method. The final stage is Evaluation, Evaluation consists of written tests and non-written / oral tests. 2) The advantages of jarimatika method on multiplication and division material of class VA at MIN 6 Jember are Students are more active, can be visualized, more interesting, efficient, can be taught widely, train the right and left brain, the tools used do not need to buy. 3) While the shortcomings are that students are often wrong in multiplying and adding, not all can be solved with jarimatika, if less practice students will be slow to calculate compared to counting with abacus tools, and there are formulas.