PENGARUH MODEL PBL BERBANTUAN VIDEO TERHADAP HASIL BELAJAR SISWA KELAS IV DI MI HIMMATUL ULUM TRENGGALEK
DOI:
https://doi.org/10.29407/gftvtf39Keywords:
Problem-Based Learning, Video Media, Learning OutcomesAbstract
In the teaching of IPAS regarding natural features, instruction remained teacher-centered; consequently, students tended to be passive as they found the lessons unengaging. Learning outcomes were low, with many students failing to meet mastery standards. This study aimed to determine the effect of the Problem-Based Learning (PBL) model, supported by video media, on the learning outcomes of fourth-grade students at MI Himmatul Ulum Trenggalek regarding natural features and socio-cultural aspects. A quantitative, quasi-experimental approach (non-randomized pretest-posttest control group design) was employed. The research subjects were fourth-grade students at MI Himmatul Ulum. Data collection techniques included questionnaires, pretests, and posttests. Data analysis involved prerequisite tests, Paired Sample T-tests, and Independent Sample T-tests. The results showed: (1) A Sig. (2-tailed) value of 0.00 < α = 0.05, leading to the conclusion that the video-assisted PBL model improves student learning outcomes and that the PBL model significantly affects fourth-grade IPAS learning outcomes. (2) A Sig. (2-tailed) value of 0.157 > 0.05, indicating that Direct Instruction did not significantly affect fourth-grade IPAS learning outcomes regarding natural features and their associated phenomena. (3) A Sig. (2-tailed) value of 0.00 < 0.05, indicating a difference in student learning outcomes and confirming that the instructional model influences fourth-grade IPAS learning outcomes regarding natural features and their associated phenomena.
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