Exploring Third-Grade Students’ Understanding of Multiplication and Division Using Stone-Based Flashcards with Discovery Learning

Abstract

Students’ understanding of multiplication and division concepts often remains at a procedural level, making it difficult for them to explain these concepts meaningfully. This study aimed to explore students’ conceptual understanding of multiplication and division using stone-based flashcards assisted by the Discovery Learning model. This study employed a qualitative approach with a descriptive exploratory design involving 15 third-grade students selected purposively. Data were collected through observation, interviews, and documentation and analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings showed that the use of stone-based flashcards helped students visualize abstract concepts, improve their ability to explain multiplication as repeated addition and division as a grouping process, and promote active engagement in learning. In addition, students demonstrated increased confidence and collaboration during the learning process. It can be concluded that the integration of stone-based flashcards and Discovery Learning supports meaningful learning and enhances students’ conceptual understanding of multiplication and division.