Flash Card Drill Method's Impact on 10th Grade Mathematics Learning Outcomes

Abstract

This study investigates the influence of the drill method using flash cards on the mathematics learning outcomes of Class X IPA students at SMAN 2 Pariaman, motivated by students' low achievement due to passive participation, lack of motivation, and reliance on teacher-led exercises. Employing a quasi-experimental design with a randomized control group, the experimental class (taught using flash cards) achieved an average score of 79.04, significantly higher than the control class (67.26) taught conventionally. Statistical analysis (t_calculate = 2.94 > t_table = 1.671, α = 0.05, df = 58) confirmed the method's effectiveness, rejecting the null hypothesis (H0) and affirming that the drill method with flash cards enhances learning outcomes. The findings suggest this approach fosters active engagement, skill mastery, and independent problem-solving, offering a viable alternative for improving mathematics education.