Articles

Development of Learning Tools with Didactic Situation Design to Improve Student Learning Outcomes

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This study aims to develop learning tools consisting of teaching modules, student worksheets (LKPD), and learning outcome tests using a problem-based learning model with valid, practical, and effective didactic situations. This study is a development study using Thiagarajan’s 4D development model. Data collection techniques used include observation of the implementation of learning tools, student observation, student test results, and student response questionnaires. The research subjects consisted of 31 students in the trial class, 31 students in the experimental class, and 31 students in the control class. The findings from this study are that the learning tools developed are valid, practical, and effective. Validity was obtained from the validity coefficients of the teaching modules, student worksheets, and numeracy test questions, which were 4.66, 4.50, and 4.29, respectively. The practicality criteria were obtained from the results of a practicality analysis based on observations of the implementation of the learning tools, student observations, and student response questionnaires, which were 91.1% in the very good category, 89% in the good category, and 90.04% in the very positive category, respectively. The effectiveness criteria were based on the results of the learning outcome test analysis, which obtained 83.87% with an average N-Gain score increase of 0.73 in the very high category. Another finding from this study is that the learning tools developed had a significant effect on improving student learning outcomes, as shown by the average N-Gain score of the experimental class of 0.77 in the high category and the average N-Gain score of the control class of 0.65 in the moderate category. Based on statistical tests in both classes, it was found that the N-Gain scores of the experimental class and the control class obtained Sig. (2-tailed) = 0.01 (𝑠𝑖𝑔 <0.05) and the pretest and posttest scores of the experimental class and the control class based on statistical tests obtained Sig. (2-tailed) = 0.016 (𝑠𝑖𝑔 <0.05). This indicates that the application of the problem-based learning model with didactic situations to improve student learning outcomes has a significant effect.

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 Impact of Using Problem-Based Learning (PBL) with Augmented Reality Flashcard on Elementary School Student’s Scientific Literacy and Problem Solving Skill in Solar System

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This study aims to examine the effect of the Problem Based Learning (PBL) model integrated with Augmented Reality (AR)-based flashcard media on the scientific literacy and problem-solving skills of elementary school students regarding the solar system. This quantitative research involved sixth-grade students at SDN Dabasah 3 Bondowoso, divided into an experimental class using PBL and AR flashcards and a control class using conventional methods. Data were collected through observations and essay tests. The results indicate a significant influence of the PBL model with AR flashcard media on both scientific literacy and problem-solving skills. This is evidenced by the thitung> ttabel values for both variables (3.764 > 2.026 for scientific literacy and 3.064 > 2.026 for problem-solving). Furthermore, the average problem-solving score for the experimental group is 82 was higher than that of the control group is 71.6. In conclusion, the integration of AR technology within the PBL model is effective in increasing student engagement, visualizing abstract concepts, and optimizing cognitive skills in elementary education.

The Effect of The PBL Model Using Eco Fraction Media on Numeric Literacy and Problem Solving Skills in Fraction Material of Grade IV Students

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This research seeks to examine the significant impact of applying the Problem Based Learning (PBL) model supported by Eco Fraction media on elementary school students’ numeracy literacy and problem-solving abilities in fraction topics. This research engaged 56 fourth-grade students from classes IV A and IV B at SDN Citrodiwangsan 02. The sample was selected through cluster random sampling, and the study adopted a quantitative quasi experimental approach using a non equivalent control group design. Data were collected using validated instruments measuring numeracy literacy and mathematical problem-solving abilities. The results of the independent samples t-test showed a significance level below 0.001 (p < 0.05), demonstrating a statistically meaningful difference between the experimental and control groups. The results indicate that students in the experimental group attained superior average posttest scores in numeracy literacy, with a mean of 75.36, compared to 60.54 in the control group. Likewise, the experimental group showed higher achievement in mathematical problem-solving skills, obtaining an average score of 78.07, whereas the control group recorded a mean score of 62.96. These results demonstrate that integrating the Problem-Based Learning (PBL) approach with concrete instructional media derived from recycled materials, such as Eco Fraction, effectively supports students in transforming abstract mathematical concepts into meaningful understanding, while enhancing critical thinking, mathematical reasoning, and contextual problem-solving skills in alignment with the cognitive development level of elementary school learners.

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 Problem-Based Learning Model-Local Wisdom with ELIKOSIS Media on Elementary School Students’ Ecoliteracy Skills and Science Learning Outcomes

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This study aims to examine: (1) the effect of the Problem-Based Learning model with ELIKOSIS media on the IPAS ecoliteracy skills of elementary school students, (2) the effect of the Problem-Based Learning model with ELIKOSIS media on the IPAS learning outcomes of elementary school students. The background of this study is based on the importance of strengthening eco-literacy from elementary education and the need for contextual learning that integrates the local wisdom of the Edelweiss mountains with play activities that are appropriate for the characteristics of elementary school students. This study is a quasi-experimental study with a posttest-only control design. The research sample consisted of two classes, namely the experimental class that received the Problem-Based Learning-Local Wisdom model treatment with ELIKOSIS media and the control class that used direct learning. Data collection was carried out through an ecoliteracy test, an IPAS learning outcome test, and an observation sheet on the implementation of the Problem-Based Learning-Local Wisdom model with ELIKOSIS media. Data analysis in this study used inferential statistics, specifically the t-test technique, with the SPSS version 27 application. The results of the study showed that: (1) there was a significant effect of the Problem-Based Learning model with ELIKOSIS media on the IPAS ecoliteracy skills of elementary school students, (2) there was a significant effect of Problem-Based Learning with ELIKOSIS media on the IPAS learning outcomes of elementary school students.

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 Development of Problem Based Learning Materials to Improve Students’ Logical Mathematical Intelligence on SPLTV

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The research was conducted with the aim of developing valid, practical, and effective PBL learning materials for SPLTV subjects. The development of learning materials aims to improve students’ logical mathematical intelligence. This research is a type of development research with the 4D Thiagarajan model with the stages of define, design, develop, and disseminate. The learning materials produced include teaching modules, students worksheet, learning videos, test packages, and instruction manuals for using learning materials. Data collection was carried out using observation, questionnaire, and test methods. The results of the study showed that the learning materials developed were valid, practical, and effective. The level of validity can be seen from the validity value of each tool as follows, teaching modules of 3,79, students worksheet of 3,82, test packages 3,86, and instruction manuals 3,75. The level of practicality can be seen from the results of observations of the implementation of learning materials with an average of 3,43. The level of effectiveness of the materials can be seen from the results of student learning completion with a classical completion percentage of 84,6%, the N-Gain category is high with a student percentage of 97,29%, students’ logical mathematical intelligence activities are in the good category with a percentage of 84,33%, and the percentage value of student responses is 92,05% with a positive response.

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.

Learning Activities in Mathematics Education: Application of the PBL Model and RME Approach in the Power Dominating Set for Solving Electricity Network Optimization Problems to Enhance Students’ Critical Thinking Skills

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Mathematics education has a significant role in developing students’ critical thinking skills, especially in dealing with complex problems. In an effort to support this, this study aims to evaluate the effectiveness of applying the Problem-Based Learning (PBL) learning model combined with the Realistic Mathematics Education (RME) approach to learning the concept of Power Dominating Set (PDS). The PDS concept, which is part of graph theory, is used to solve power network optimization problems by minimising the number of control points. This is expected to improve the efficiency of resource use and the overall performance of the power grid. This research method involves the application of the PBL model, where students are actively involved in the learning process through real context-based problem solving, as well as the RME approach that connects abstract mathematical concepts with realistic situations. The learning process is focused on mastering the concept of PDS both from the theoretical side and its application in power network optimisation. The results showed that the combination of the PBL model and the RME approach significantly improved students’ understanding of the PDS concept, both in terms of mathematical abstraction and its application in practical contexts. In addition, this approach proved effective in developing students’ critical thinking skills, especially in analysing and solving complex power network optimisation problems. The discussion of the results of this study highlights that learning strategies that integrate PBL and RME are able to provide deeper and more relevant learning experiences for students. This approach not only helps students understand complex mathematical concepts, but also trains them to apply the knowledge in real situations. The implications of this research provide important insights for educators to adopt innovative learning methods that can improve the quality of mathematics learning, especially in teaching applicable concepts such as Power Dominating Set.