Pengembangan ini dilatarbelakangi adanya masalah kurang aktifnya siswa dikarenakan pembelajaran masih konvensional tanpa bantuan media pembelajaran terutama pada Mata Pelajaran Matematika. Dari permasalahan tersebut pengembang ingin mengembangkan media pembelajaran tangga satuan pada mata pelajaran matematika materi satuan panjang dan berat kelas III semester I. Pengembangan inimenggunakan model pengembangan Borg dan Gall yang memiliki 10 tahapan. Tahapan tersebut antara lain: identifikasi masalah, pengumpulan informasi, desain produk, validasi desain, perbaikan desain, uji coba produk, revisi produk, uji coba pemakaian, revisi produk tahap akhir, produksi massal.Instrument pengumpulan data berupa angket, wawancara, dokumentasi. Teknik analisis data yang digunakan yaitu analisis deskriptif kualitatif, statistik deskriptif. Berdasarkan hasil penelitian yang dilakukan, diperoleh bahwa hasil prosentase kelayakan media tangga satuan menurut ahli desain pembelajaran adalah 80% (cukup valid, cukup efektif dan dapat digunakan dengan sedikit perbaikan ), menurut ahli media pembelajarn adalah 94% (sangat valid, sangat efektif dan dapat digunakan tanpa perbaikan), menurut ahli isi atau materi adalah 93% (sangat valid, sangat efektif dan dapat digunakan tanpa perbaikan), dari hasil uji coba kelompok kecil 95%, dari hasil uji coba kelompok luas 94%. Dapat disimpulkan bahwa media pembelajaran tangga satuan layak digunakan pada pembelajaran matematika materi satuan panjang dan berat.

This development is motivated by lack of active student learning problems because learning is still conventional without a media especially in mathematic subject. From this problem, we wanted to develop in media’s learning of mathematics unit length and weightiness called as “unit scaled” for the third grade elementary students in their first semester. This developing used the developing mode from Borg and Gall which has 10 steps. The stages are: identification of problems, accumulation of information, design of product, validation of design, upgrading of design, the experiment of the product, upgrading of product, the examination of using, the last upgrading of the product, and production in huge number. Instruments of collecting data are questionnaire, interview, and documentation. Technique of data analysis used by descriptive qualitative analysis and descriptive statistics.Based on the result, it shows that the percentage of validity conversion ladder media by expert instructional design is 80% capable (valid enaught, effective enough and could be used with some re-arrangement), from the exspert media is 95% (very valid, very effective and could be used without re-arrangement), from the content/material expert is 94% (very valid, very effective and could be used without re-arrangement), based on the small group’s experiment is 94%, while from the large group’s experiment 93%. We can conclude that conversion ladder media is capable for learning mathematics in subject the length and weightiness.

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