Pengaruh Model Problem Based Learning (PBL) Terintegrasi TPACK Terhadap Hasil Belajar IPAS Siswa SDN 26 Membalong
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Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar IPAS siswa kelas IV SD Negeri 26 Membalong sebelum dan sesudah penerapan model Problem Based Learning (PBL) terintegrasi Technological Pedagogical Content Knowledge (TPACK). Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar IPAS siswa yang disebabkan oleh proses pembelajaran yang masih berpusat pada guru, kurangnya keterlibatan siswa dalam pembelajaran, serta belum optimalnya pemanfaatan teknologi dalam proses pembelajaran. Penelitian menggunakan pendekatan kuantitatif dengan desain pre-experimental berbentuk one group pretest-posttest design. Sampel penelitian berjumlah 14 siswa kelas IV SD Negeri 26 Membalong yang terdiri atas 6 siswa perempuan dan 8 siswa laki-laki. Teknik pengumpulan data dilakukan menggunakan tes hasil belajar berupa pretest dan posttest. Data dianalisis menggunakan statistik deskriptif dan uji paired sample t-test dengan bantuan aplikasi IBM SPSS Statistics. Hasil penelitian menunjukkan bahwa rata-rata nilai pretest siswa sebesar 59,29 meningkat menjadi 89,29 pada posttest setelah penerapan model PBL terintegrasi TPACK. Hasil uji paired sample t-test menunjukkan terdapat perbedaan yang signifikan antara nilai pretest dan posttest (p < 0,001). Perbedaan hasil belajar tersebut terlihat dari peningkatan nilai pretest ke posttestnya. Peningkatan hasil belajar tersebut didukung oleh penerapan pembelajaran yang aktif, interaktif, kontekstual, dan berbasis teknologi sehingga siswa lebih terlibat dalam proses pembelajaran dan lebih mudah memahami materi. Namun, hasil penelitian ini ditafsirkan secara hati-hati karena penelitian hanya menggunakan satu kelompok tanpa kelas kontrol dan jumlah sampel yang relatif kecil.
The Effect of the Problem Based Learning (PBL) Model Integrated with TPACK on the Science Learning Outcomes of Students of State Elementary School 26 Membalong
Abstract
This study aims to determine the differences in the learning outcomes of fourth-grade students of SD Negeri 26 Membalong in science subjects before and after the implementation of the Problem-Based Learning (PBL) model integrated with Technological Pedagogical Content Knowledge (TPACK). This study was motivated by the low learning outcomes of students in science subjects caused by the teacher-centered learning process, the lack of student involvement in learning, and the suboptimal use of technology in the learning process. The study used a quantitative approach with a pre-experimental design in the form of a one-group pretest-posttest design. The research sample consisted of 14 fourth-grade students of SD Negeri 26 Membalong, consisting of 6 female students and 8 male students. Data collection techniques were carried out using learning outcome tests in the form of pretests and posttests. Data were analyzed using descriptive statistics and paired sample t-tests with the help of the IBM SPSS Statistics application. The results showed that the average student pretest score of 59.29 increased to 89.29 in the posttest after the implementation of the PBL model integrated with TPACK. The results of the paired sample t-test showed a significant difference between the pretest and posttest scores (p < 0.001). This difference in learning outcomes was evident in the increase in pretest and posttest scores. This improvement in learning outcomes was supported by the implementation of active, interactive, contextual, and technology-based learning, which enabled students to be more engaged in the learning process and more easily understand the material. However, the results of this study need to be interpreted with caution because the study only used one group without a control class, and the sample size was relatively small.
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