PENGARUH MODEL PEMBELAJARAN RECIPROCAL TEACHINGTERHADAP KEMAMPUAN PEMAHAMAN KONSEP IPAS PESERTA DIDIK KELAS V

Hady, Pratama (2026) PENGARUH MODEL PEMBELAJARAN RECIPROCAL TEACHINGTERHADAP KEMAMPUAN PEMAHAMAN KONSEP IPAS PESERTA DIDIK KELAS V. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Rendahnya kemampuan pemahaman konsep IPAS peserta didik kelas V menunjukkan bahwa proses pembelajaran masih cenderung menekankan hafalan dan kurang melibatkan peserta didik secara aktif. Salah satu alternatif untuk mengatasi permasalahan tersebut adalah penerapan model pembelajaran Reciprocal Teaching yang menekankan aktivitas saling mengajar, berdiskusi, dan berpikir metakognitif. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Reciprocal Teaching terhadap kemampuan pemahaman konsep IPAS peserta didik kelas V. Penelitian ini menggunakan metode kuasi eksperimen dengan desain posttest only control design. Subjek penelitian terdiri atas kelas eksperimen yang menggunakan model dan kelas kontrol yang menggunakan model scientific learning. Teknik pengumpulan data dilakukan melalui tes kemampuan pemahaman konsep IPAS, sedangkan analisis data meliputi uji validitas, reliabilitas, uji normalitas, uji homogenitas, dan uji hipotesis menggunakan uji-t. Hasil penelitian menunjukkan bahwa data dari kelas eksperimen dan kelas kontrol berdistribusi normal dan homogen. Pengujian hipotesis memperoleh nilai T hitung = 3,677 > T tabel = 2,101 dan nilai sig (2-tailed)= 0,001. Oleh karena itu, dapat disimpulkan bahwa terdapat pengaruh model pembelajaran Reciprocal Teaching terhadap kemampuan pemahaman konsep IPAS peserta didik kelas V. Model pembelajaran resiprokal lebih efektif daripada model pembelajaran scientific learning. Model Resiprokal menonjol karena melibatkan peserta didik dalam proses saling mengajar dan berdialog tentang materi pelajaran. Kata Kunci: Kemaampuan Pemahaman Konsep IPAS, Resiprokal, scientific learning iii ABSTRACT The low level of fifth-grade students’ conceptual understanding of Integrated Natural and Social Sciences (IPAS) indicates that the learning process still tends to emphasize memorization and provides limited opportunities for active student engagement. One alternative to address this issue is the implementation of the Reciprocal Teaching learning model, which emphasizes peer teaching, discussion, and metacognitive thinking activities. This study aims to examine the effect of the Reciprocal Teaching learning model on the IPAS conceptual understanding ability of fifth-grade students. This study employed a quasi-experimental method using a posttest only control design. The research subjects consisted of an experimental class that applied the Reciprocal Teaching model and a control class that applied the scientific learning model. Data were collected through an IPAS conceptual understanding test, while data analysis included validity and reliability tests, normality and homogeneity tests, and hypothesis testing using the t-test. The results showed that the data from both the experimental and control classes were normally distributed and homogeneous. Hypothesis testing revealed that the calculated t-value (3.677) was greater than the t table value (2.101), with a significance value (2-tailed) of 0.001. Therefore, it can be concluded that the Reciprocal Teaching learning model has a significant effect on the IPAS conceptual understanding ability of fifth-grade students. The Reciprocal Teaching model was more effective than the scientific learning model, as it actively involves students in peer teaching and dialogic learning processes related to the subject matter. Keywords: IPAS Conceptual Understanding, Reciprocal Teaching, Scientific Learning

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