Pengaruh Discovery Learning Berbantuan Media Kartu Qimono terhadap Pemahaman Konsep pada Materi Sistem Pencernaan di SDN 28 Cakranegara
Downloads
How to Cite
Penelitian ini bertujuan untuk mengetahui pengaruh model discovery learning berbantuan media Kartu Qimono (QR Domino) terhadap pemahaman konsep IPAS peserta didik kelas V SDN 28 Cakranegara pada materi sistem pencernaan manusia. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi-experimental dan desain pretest-posttest control group. Sampel terdiri atas 49 peserta didik yang terbagi menjadi kelas eksperimen (24 siswa) dan kelas kontrol (25 siswa). Data dikumpulkan melalui tes pilihan ganda dan lembar observasi, kemudian dianalisis menggunakan statistik deskriptif, uji prasyarat, independent samples t-test, dan Cohen’s d. Hasil penelitian menunjukkan keterlaksanaan pembelajaran mencapai 100% dengan kategori sangat baik. Rata-rata nilai kelas eksperimen meningkat dari 59,13 menjadi 79,08, sedangkan kelas kontrol meningkat dari 58,40 menjadi 71,16. Hasil uji hipotesis menunjukkan perbedaan yang signifikan antara kedua kelompok (t = -2,870; p = 0,006), dengan ukuran efek besar (Cohen’s d = 0,82). Dengan demikian, model discovery learning berbantuan Kartu Qimono berpengaruh positif dan signifikan terhadap pemahaman konsep IPAS peserta didik.
The Effect of Discovery Learning Assisted by Qimono Cards on Conceptual Understanding of the Digestive System Topic at SDN 28 Cakranegara
Abstract
This study aimed to examine the effect of the discovery learning model assisted by Qimono Cards (QR Domino) on fifth-grade students’ conceptual understanding of Natural and Social Sciences (IPAS), particularly the human digestive system, at SDN 28 Cakranegara. The study employed a quantitative approach using a quasi-experimental method with a pretest-posttest control group design. The sample consisted of 49 students divided into an experimental group (24 students) and a control group (25 students). Data were collected through multiple-choice tests and observation sheets and analyzed using descriptive statistics, assumption tests, an independent samples t-test, and Cohen’s d. The results showed that learning implementation reached 100%, indicating an excellent category. The experimental group’s mean score increased from 59.13 to 79.08, while the control group’s mean score increased from 58.40 to 71.16. The hypothesis test revealed a statistically significant difference between the two groups (t = -2.870, p = 0.006), with a large effect size (Cohen’s d = 0.82). These findings indicate that the discovery learning model assisted by Qimono Cards had a positive and statistically significant effect on students’ conceptual understanding in IPAS.
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman.
Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21-32.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage Publications.
Dewi, N. K. A., Ganing, N. N., & Putra, M. (2022). Pengaruh model pembelajaran berbasis proyek terhadap pemahaman konsep IPA siswa kelas V SD. Jurnal Pendidikan Dasar, 10(2), 112-125.
Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching with understanding. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 65-97). New York: Macmillan.
Insani, F., Tahir, M., & Erfan, M. (2023). Pengembangan media kartu Qimono (QR domino) pada pembelajaran IPA materi pernapasan untuk siswa kelas V SDN 22 Ampenan. Jurnal Ilmiah Profesi Pendidikan, 8(3), 1631-1638. https://doi.org/10.29303/jipp.v8i3.1491
Jannati, A., Megawati, M., & Guswita, S. (2025). Pembelajaran IPAS yang variatif dan interaktif untuk meningkatkan keterlibatan siswa. Jurnal Inovasi Pendidikan, 15(1), 78-92.
Khasinah, S. (2021). Discovery learning: definisi, sintaksis, keunggulan dan kelemahan. Jurnal MUDARRISUNA: Media Kajian Pendidikan Agama Islam, 11(3), 402-413. https://doi.org/10.22373/jm.v11i3.5821
Khoiriyah, N., & Fatonah, S. (2024). Penerapan discovery learning untuk menumbuhkan pemahaman konsep IPA di sekolah dasar. Jurnal Pendidikan Dasar, 12(2), 156-170.
Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.
Nurwahidah, I., Suranti, N. M. Y., Alimuddin, A., & Ibrahim, I. (2024). Pemanfaatan QR Code dalam bahan ajar digital untuk meningkatkan pemahaman konsep sains. Jurnal Teknologi Pendidikan, 14(1), 34-48.
Puspitasari, D., & Indriayu, M. (2024). Pengembangan media berbasis QR Code untuk pembelajaran di sekolah dasar. Jurnal Teknologi Pendidikan, 16(2), 145-160.
Qanitatin, M., Atikah, J. N., & Sabila, R. A. (2026). Analisis Butir Soal Sejarah Kebudayaan Islam Kelas VIII di SMP Islam Al Musthofa Berdasarkan Level Kognitif Taksonomi Bloom Revisi. Advances In Education Journal, 2(6), 623-630.
Sari, M., & Qonita, N. (2024). Efektivitas media berbasis QR Code terhadap keterampilan dan pemahaman konsep siswa. Jurnal Ilmiah Pendidikan, 13(3), 234-249.
Setiawan, A. (2021). Pembelajaran sains berbasis eksplorasi untuk meningkatkan pemahaman konsep siswa. Jurnal Sains dan Pendidikan, 9(2), 89-104.
Skemp, R. R. (1976). Relational understanding and instrumental understanding. Mathematics teaching, 77(1), 20-26.
Suari, N. K., & Astawan, I. G. (2021). Efektivitas discovery learning terhadap hasil belajar IPA siswa sekolah dasar. Jurnal Pendidikan Indonesia, 10(1), 67-81.
Sugiyono. (2019). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
Suhelayanti, S., et al. (2023). Peran IPAS dalam membantu siswa memahami fenomena alam dan sosial. Jurnal Pendidikan Multidisiplin, 11(2), 101-118.
Wulandari, R., & Sayekti, I. C. (2022). Pemanfaatan media berbasis QR Code dalam pembelajaran interaktif di sekolah dasar. Jurnal Inovasi Teknologi Pendidikan, 9(3), 189-204.
Copyright (c) 2026 Deasy Cahya Fitriani, Husniati, Ni Made Yeni Suranti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Empiricism Journal agree to the following terms:
- For all articles published in Empiricism Journal, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agrees to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
