Articles

The Effect of The Problem Based Learning (PBL) Model with Tedido (Telinga Ding- Dong) Media on The Creativity and Science Learning Outcomes of Grade 5 Elementary School Students

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Science (IPA) learning in elementary schools still faces various challenges, particularly the low levels of students’ creativity and cognitive learning outcomes. This condition is influenced by learning practices that tend to be teacher-centered and lack the use of interactive learning media that actively engage students. Therefore, innovative learning models supported by appropriate media are needed to create meaningful and student-centered learning experiences. This study aims to examine the effect of the Problem-Based Learning (PBL) model assisted by Ding-Dong (Tedido) media on the creativity and science learning outcomes of fifth-grade elementary school students. This research employed a quantitative approach using a quasi-experimental design with a non-equivalent control group post-test only design. The participants were fifth-grade students of SDN Jember Lor 02, divided into an experimental class and a control class. The experimental class was taught using the PBL model assisted by Ding-Dong (Tedido) media, while the control class received conventional instruction. Research instruments consisted of a creativity test measuring fluency, flexibility, originality, and elaboration, as well as a cognitive learning outcome test in the form of multiple-choice questions. Data were analyzed using prerequisite tests and the independent samples t-test. The results showed that students in the experimental class achieved significantly higher creativity scores and science learning outcomes compared to those in the control class. The findings indicate that the integration of the PBL model with Ding-Dong (Tedido) media effectively promotes active learning, enhances students’ creative thinking, and improves their understanding of science concepts. Thus, the PBL model assisted by Ding-Dong (Tedido) media can be considered an effective alternative for improving creativity and learning outcomes in elementary science education.

The Influence of the Problem-Based Learning Model Assisted by ‘Energy Exploration Board’ Media on Scientific Literacy and Learning Outcomes in Elementary School Science and Social Studies (IPAS)

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The learning of Science and Social Sciences (IPAS) in elementary schools currently faces challenges, particularly in the low achievement of students’ scientific literacy and learning outcomes. The learning process is often dominated by teacher-centered methods, lacking the integration of innovative media that fosters active student engagement. This research aims to examine the influence of the Problem-Based Learning (PBL) model supported by “Papan Jelajah Energi” (Energy Exploration Board) media on students’ scientific literacy and learning outcomes. The study employed a quasi-experimental design with a Pretest-Posttest Control Group Design involving 5th-grade students at SDN Kandangtepus 02. The research instruments included scientific literacy tests and cognitive learning outcome tests. Data analysis was conducted using the independent samples t-test. The results showed that the experimental group, which implemented the PBL model with the Papan Jelajah Energi media, achieved significantly higher scores compared to the control group. This indicates that the integration of PBL and interactive game-based media is effective in improving students’ understanding of renewable energy concepts and their scientific literacy skills.

The Effect of the Flashcard-Assisted Group Investigation Type Cooperative Model on Learning Outcomes and Critical Thinking of Grade III Students in the IPAS Subject

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Problems faced in science learning at SDN Kutorenon 01 include suboptimal student learning outcomes, weak critical thinking skills, teachers being the center of learning, limited use of textbooks as teaching materials, and the use of less innovative learning models and media. Therefore, this study aims to examine the effect of the Cooperative Group Investigation Model accompanied by Flashcards on the learning outcomes and critical thinking of third-grade students in the subject of science. This study is an experimental study (True Experimental) using Pretest-Posttest Control Group Design with third-grade students of SDN Kutorenon 01. The measuring instrument used is a test, which is expressed in the form of scores obtained from the results of the students’ pretest and posttest. Data analysis uses a t-test or independent sample test with the help of SPSS 27 for Windows software. The results of the data analysis show that the learning outcomes and critical thinking of students in the experimental class are higher than those in the control class. This is supported by the hypothesis test calculations, which state that student learning outcomes reached a significance value (2-tailed) of 0.000 and critical thinking skills reached a significance value (2-tailed) of 0.000, both less than 0.05. This proves a difference in the average learning outcomes and critical thinking skills of students in the experimental and control classes. Thus, it can be concluded that the cooperative investigation-type group model assisted by flashcards has a significant influence on the learning outcomes and critical thinking skills of third-grade science students.

The Effect of the Problem-Based Learning Model Assisted by Flipbook Media on Learning Outcomes and Critical Thinking Skills of Grade VI Students in Pancasila Education at Public Elementary Schools

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The learning of Pancasila Education at Kunir Lor 01 Public Elementary School still faces several challenges. Student learning outcomes have not yet reached optimal levels, and their critical thinking skills remain relatively low. The learning process is still dominated by teacher-centered approaches, with heavy reliance on textbooks as the sole teaching resource, while the use of innovative learning models and media remains limited. Addressing these issues requires the implementation of learning strategies that can actively engage students and foster higher-order thinking. This research aims to examine the influence of the Problem-Based Learning (PBL) model supported by Flipbook media in improving student learning outcomes and critical thinking skills. The study employed a true experimental design with a Pretest-Posttest Control Group Design involving grade VI students at Kunir Lor 01 Public Elementary School. The research instrument consisted of tests administered both before and after the intervention. Data analysis was conducted using the independent samples t-test with the assistance of SPSS 27 for Windows. The results demonstrated that students in the experimental group, who were taught using the PBL model integrated with Flipbook media, achieved higher average scores in both learning outcomes and critical thinking compared to the control group. Hypothesis testing further confirmed these findings, showing significance values of 0.000 for learning outcomes and 0.006 for critical thinking skills, both below the threshold of 0.05. These results indicate significant differences between the experimental and control groups. In conclusion, the integration of the PBL model with Flipbook media has a positive and significant effect on enhancing both the learning outcomes and critical thinking skills of elementary school students. This suggests that innovative and student-centered learning approaches are essential to improve the quality of Pancasila Education.

The Effect of the PBL Model with SALACCA Media (Snakes and Ladders with QR Code Cards) on Learning Outcomes and Critical Thinking Skills of Elementary School Students

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The problems that occur at Kunir Lor 01 State Elementary School in Pancasila Education learning are that students’ learning outcomes are not optimal, students’ critical thinking skills tend to be weak, teachers are the center of learning, teaching materials only use textbooks, and the use of learning models and media that are less innovative. Therefore, this study aims to examine the effect of the PBL model with SALACCA (Snakes and Ladders with QR Code Cards) media to improve learning outcomes and critical thinking skills in elementary school students. This type of research is an experimental study (True Experimental) using a Pretest-Posttest Control Group Design. The data analysis method used t-test or independent samples test with SPSS 27 software for windows. The results of the data analysis of the learning outcomes and critical thinking skills of the experimental class students showed higher than the average value of the control class. This is reinforced by the calculation of the hypothesis test which states that the students’ learning outcomes obtained a significance value (2-tailed) of 0.002 and the critical thinking skills obtained a significance value (2-tailed) of 0.001 so that both are less than 0.05, it is proven that there is a difference between the average learning outcomes and critical thinking skills of the experimental class students and the control class. Thus, it can be concluded that the PBL model with SALACCA media has a significant effect on the learning outcomes and critical thinking skills of students in Elementary School.

The Impact of Industrial Agriculture Based Problem Based Learning Model on the Scientific Literacy and Learning Outcomes of Fourth Grade Elementary Students

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Low student performance in learning outcome and scientific literacy remains a pressing issue in Indonesian elementary education. One contributing factor is the lack of connection between curriculum content and students’ everyday experiences. This study addresses this problem by implementing a Problem-Based Learning (PBL) model contextualized within local industrial agriculture, specifically banana farming, to enhance both learning outcomes and scientific literacy among fourth-grade students. A quantitative approach with a posttest-only control group design was used. The participants were 41 fourth-grade students, divided into an experimental group (n = 20) and a control group (n = 21). The experimental group received instruction using the industrial agriculture-based PBL model, while the control group was taught using conventional Direct Instruction. Data were collected through standardized tests measuring learning outcomes and scientific literacy, and analyzed using normality tests and the Mann-Whitney U test. The findings indicated a significant difference between the two groups. The experimental group achieved a higher average learning outcome score (98.55) compared to the control group (89.00), with a significance level of p = 0.020. For scientific literacy, the experimental group’s mean score was 93.30, significantly higher than the control group’s 75.43 (p = 0.000). Additionally, 13 students in the experimental group reached Level 6 scientific literacy, demonstrating advanced skills in critical thinking, scientific reasoning, and problem-solving. The industrial agriculture-based PBL model has a significant and positive impact on both learning outcomes and scientific literacy. By embedding real-world, locally relevant problems into science instruction, this model not only boosts academic achievement but also cultivates key 21st-century skills such as reflection, collaboration, and contextual problem-solving. These findings support the broader application of contextual PBL in elementary science education, particularly in rural and agriculturally rich areas.

The Effect of Problem-Based Learning Model Assisted by Star Tree Media on Learning Outcomes on The Material of Adding Numbers 1-10 Grade One Elementary School

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Learning (PBL) assisted by Star Tree media on learning outcomes on the material of adding numbers 1-10 in grade one elementary school. The background of the study is based on the low achievement of learning outcomes in learning mathematics in low grades, especially in addition material. This research used quasi-experiment method with posttest control group design. The research subjects were first grade students of SDN Senduro 01 consisting of 45 students, with details of 22 students as the experimental group and 23 students as the control group. The instruments used were learning outcomes test. The data were analyzed using Independent Samples t-test. The results of the analysis showed that there was a significant effect of the application of PBL model assisted by Star Tree media on learning outcomes. This finding shows that the integration of the PBL model with concrete visual media such as Star Tree can increase the effectiveness of mathematics learning in early grades. This research provides a theoretical contribution to the development of learning models that are in accordance with the cognitive development stage of elementary school students and provides practical alternatives for teachers in improving the quality of learning.

The Effect of the PJBL Model in Biology Learning on the Learning Outcomes of UPTD SMAN 1 Sarudu Students

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The research seeks to elucidate the impact of the PJBL (project based learning) learning paradigm on student academic performance at UPTD SMA Negeri 1 Sarudu. This research utilizes a quantitative approach, specifically the quasi-experimental method. The population in this study comprises class X pupils, whereas the sample consists of students from classes Xa and Xb, utilizing a saturation sampling strategy. Data gathering methodologies include pretest and posttest inquiries throughout the first and final sessions. The research shows that the PJBL learning model has a big effect on how well students learn at UPTD SMA Negeri 1 Sarudu. There is a big difference between the experimental class that gets PJBL and the control class that doesn’t. The Mann-Whitney test revealed a score of 1,174 for the experimental class and 779 for the control class, with a significant value of 0.005, indicating acceptance of the hypothesis. Therefore, we concluded that the PJBL learning model had an influence on the biology learning outcomes of students at UPTD SMA Negeri 1 Sarudu.

Development of Mathematics Learning Tools Based on Education for Sustainable Development (ESD) Using the Outdoor Learning Mathematics Method to Enhance Mathematical Connections in Junior High School

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This research aims to develop mathematics learning tools based on Education for Sustainable Development (ESD) using the Outdoor Learning Mathematics method with the goal of enhancing mathematical connections of junior high school students in statistics. The research method employed is a mixed-methods approach combining qualitative and quantitative methods, both conducted through developmental research comprising planning, development, and evaluation stages. The sample for this research was two classes at SMPN 1 Tempeh with homogeneous mathematical abilities, where one class will be used as the experimental group and one class as the control group. Determining the research area using a purposive area sampling technique with the consideration that learning using the outdoor learning mathematics method with educational sustainable development (ESD) based learning tools has never been implemented at SMPN 1 Tempeh. The selection of eighth-grade classes is based on the consideration that statistics material is currently being taught in eighth grade, and eighth-grade students have not been subjects of research for similar studies before.  The learning tools developed are designed in accordance with ESD principles and utilize outdoor mathematics learning approaches to enhance students’ understanding and skills in statistics. The results from Hypothesis Testing for Pretest indicate that a p-value of 0.648 is obtained, where this value > 0.05 means H0 is accepted and H1 is rejected. Therefore, it can be concluded that there is no difference in the mean between the control and experimental groups in the pretest. Whereas the result of Posttest Hypothesis Test indicate that a p-value of 0.028 is obtained, where this value < 0.05 means H0 is rejected and H1 is accepted. So the use of ESD-based mathematics learning tools with the Outdoor Learning Mathematics method is effective in improving students’ mathematical connections in statistics. The implication of this research underscores the importance of integrating mathematics education with sustainable development principles to reinforce students’ understanding and skills in mathematics while also fostering awareness of environmental and social issues.

The Effect of Digital Literacy and Printed Books on Student Learning Outcomes in Elementary School Gugus 2 Tlanakan Indonesia

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This study aims to (1) analyse the effect of digital literacy and printed books on student learning outcomes in the area of Gugus 2 Tlanakan Sub-district, Pamekasan Regency. (2) To analyse the effect of digital literacy on student learning outcomes in the area of Gugus 2 Tlanakan Sub-district, Pamekasan Regency. (3) To analyse the effect of printed books on student learning outcomes in the area of Gugus 2 Tlanakan sub-district, Pamekasan regency. The research method used is a descriptive method with a quantitative approach. The results of the analysis show that there is (1) an influence of digital literacy and the use of printed books on the learning outcomes of elementary school students in Elementary School Gugus 2 Tlanakan Sub-district, Pamekasan Regency. (2) There is an influence of digital literacy on the learning outcomes of primary school students in Elementary School Gugus 2 Tlanakan Sub-district, Pamekasan Regency. (3) There is an effect of using printed books on the learning outcomes of primary school students in Elementary School Gugus 2 Tlanakan Sub-district, Pamekasan Regency. This study concludes that there is an effect of digital literacy and the use of printed books on the learning outcomes of primary school students in Elementary School Gugus 2 Tlanakan Sub-district, Pamekasan Regency. There is an effect of digital literacy on the learning outcomes of primary school students in Elementary School Gugus 2 Tlanakan Sub-district, Pamekasan Regency. There is an effect of using printed books on the learning outcomes of primary school students at Elementary School Gugus 2, Tlanakan sub-district, Pamekasan Regency.