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Abstract
To achieve effective learning, the role of teachers in designing, implementing, and evaluating instruction is crucial. Selecting a suitable instructional model based on students' characteristics and the learning situation can create an enjoyable, challenging, and motivating learning environment for students. The objective of this experimental research is to examine the significant difference between the effects of Problem-Based Learning with audiovisual media and direct instruction models on fifth-grade students at SDN Kalisat 1. This experimental study employed a quasi-experimental design known as the Post Test Only Control Group Design. The population of this study consisted of 60 fifth-grade students from SDN Kalisat 1. The selection of the experimental and control groups was done randomly, with Class VA comprising 30 students selected as the control group, while Class VB comprising 30 students selected as the experimental group. Based on the research conducted in Class V at SDN Kalisat 1, there were significant differences in the learning outcomes between the application of Problem-Based Learning with audiovisual media and direct instruction models in the subject of Natural Sciences (IPA). This can be seen from the average learning outcomes of students using Problem-Based Learning with audiovisual media, which were 77.33 with a standard deviation of 8.27, while the average learning outcomes of students using direct instruction were 72.66 with a standard deviation of 7.738. Furthermore, the t-test with a significance level of α= 0.05 and a t-table value of 2.00172 indicated that the calculated t-value (2.256) was greater than the t-table value (2.00172) and the significance value was 0.557.
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References
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References
Andini, N. K. A. S, dkk. 2016. Pengaruh Model Pembelajaran PBL Terhadap Hasil Belajar IPA Siswa Kelas IV SD Gugus 2 Kecamatan Rendang. e- Journal PGSD Universitas Pendidikan Ganesha
Angela, T. (2014). Challenges to Meaningful Learning in Social Studies – The Key Competences as an Opportunity to Students’ Active Participation. Procedia - Social and Behavioral Sciences, 128, 192–197.
Annisa, G, dkk. Pengaruh Model Problem Based Learning (PBL) Terhadap Hasil Belajar Pecahan di Sekolah Dasar. Jurnal Pendidikan Tambusia. Volume 4 Nomor 3 Tahun 2020 (hlm 2936-2944).
Dewa, A. P. S. (2019). Penerapan Pembelajaran Kooperatif Tipe Team Assisted Individualization (TAI) untuk Meningkatkan Aktivitas dan Prestasi Belajar IPA Pada Siswa Kelas VI SD Negeri 3 Penatih. Vidya Wertta, 2(2), 192–202.
Irwandani, & Rofiah, S. (2015). Pengaruh Model Pembelajaran Generatif Terhadap Pemahaman Konsep Fisika Pokok Bahasan Bunyi Peserta Didik MTs Al-Hikmah Bandar Lampung. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 4(2), 165.
Kartika, M. D., Santyasa, W., & Warpala, W. (2014). Pengaruh Model Pembelajaran Berbasis Masalah Terhadap Pemahaman Konsep Fisika Dan Keterampilan Berpikir Kritis Siswa. E- Journal Program Pascasarjana Universitas Pendidikan Ganesha, 4(1)
Kostiainen, E., Ukskoski, T., Ruohotie-Lyhty, M., Kauppinen, M., Kainulainen, J., & Mäkinen, T. (2018). Meaningful learning in teacher education. Teaching and Teacher Education, 71, 66–77.
Kurnia, V. T., Damayani, A. T., & Kiswoyo, K. (2019). Keefektifan Model Pembelajaran Number Head Together (NHT) Berbantu Media Puzzle Terhadap Hasil Belajar Matematika. Jurnal Ilmiah Sekolah Dasar, 3(2), 192.
Muliandari, P. T. V. (2019). Pengaruh Model Pembelajaran Kooperatif Tipe NHT ( Numbered Head Together ) Terhadap Hasil Belajar Matematika. International Journal Of Elementari Education, 3(2), 132–140.
Nurdiansyah, A., & Setuju. (2016). Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw. E-Jurnal Mitra Sains, 4(2), 54-61