PENGARUH MODEL PEMBELAJARAN PROJECT BASED LEARNING (PJBL) BERBANTU MEDIA VIDEO ANIMASI EDUKATIF DALAM MENINGKATKAN KEAKTIFAN BELAJAR PESERTA DIDIK KELAS IV PELAJARAN IPAS DI MIN 2 BANDAR LAMPUNG

MURNI, RAHAYU (2026) PENGARUH MODEL PEMBELAJARAN PROJECT BASED LEARNING (PJBL) BERBANTU MEDIA VIDEO ANIMASI EDUKATIF DALAM MENINGKATKAN KEAKTIFAN BELAJAR PESERTA DIDIK KELAS IV PELAJARAN IPAS DI MIN 2 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini berdasarkan pada permasalahan yang terdapat disekolah yaitu kurangnya keaktifan belajar peserta didik dalam proses pembelajaran, Pembelajaran dikelas masih berpusat kepada pendidik. Belum digunakanya model pembelajaran project based learning (PjBL) dalam pembelajaran IPAS, belum Pernah menggunakan media video animasi edukatif selama pembelajaran didalam kelas,Masih kurangnya keaktifan dalam proses pembelajaran pada peserta didik dikelas IV pada mata pelajaran IPAS, Peserta didik belum memenuhi indikator keaktifan belajar, meliputi oral activity, listening activity, visual activity, dan motor activity secara optimal. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran project based learning (PJBL) berbantu media video animasi edukatif dalam meningkatkan keaktifan belajar IPAS kelas IV di MIN 2 Bandar Lampung. Penelitian ini menggunakan metode kuantitatif dengan desain eksperimen semu (quası experimental design), dengan bentuk Nonequivalent Control Group Design. Populasi dalam penelitian ini adalah seluruh peserta didik kelas IV yang berjumlah 113 peserta didik. Sampel penelitian terdiri atas kelas IV A sebagai kelas dan kelas IV B sebagai kelas kontrol. Teknik pengumpulan data menggunakan angket keaktifan yang bentuk kuesioner sebanyak 24 item yang telah diuji validitas dan reliabilitasnya. Analisis data dilakukan menggunakan uji-t (Independent Sample t-Test) dengan taraf signifikansı 0,05. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara keaktifan belajar IPAS pada peserta didik yang diajar dengan model pembelajaran project based learning (PjBL) dan yang diajar dengan model Problem Based Learning (PBL). Hal ini dibuktikan dengan hasil Uji-T Independent Sample T-Test, diketahui bahwa nilai signifikan (2- tailed) 0,001< 0,05, sehingga H0 ditolak dan H1 diterima, karena sig 0,001< 0,05 yang artinya dapat disimpulkan bahwa adanya pengaruh model pembelajaran project based learning (PjBL) terhadap keaktifan belajar peserta didik kelas IV pelajaran IPAS MIN 2 Bandar Lampung. Model PjBL mampu meningkatkan pemahaman konsep, keterampilan berpikir kritis, serta keaktifan peserta didik dalam proses pembelajaran. ABSTRACT This research is based on the problems that exist in schools, namely the lack of student learning activity in the learning process, Classroom learning is still centered on educators. The project based learning (PjBL) learning model has not been used in science learning, has never used educational animated video media during learning in class, There is still a lack of activity in the learning process in grade IV students in science subjects, Students have not met the indicators of learning activity, including oral activity, listening activity, visual activity, and motor activity optimally. This study aims to determine the effect of the project based learning (PJBL) learning model assisted by educational animated video media in increasing the activity of learning science in grade IV at MIN 2 Bandar Lampung. his study employed a quantitative method with a quasi-experimental design, employing a nonequivalent control group design. The population comprised all 113 fourth-grade students. The sample consisted of class IV A as the control class and class IV B as the control class. Data collection used a 24-item activeness questionnaire, which had been tested for validity and reliability. Data analysis was performed using an Independent Sample t-test with a significance level of 0.05. The results showed a significant difference between the activeness of science learning in students taught using the project-based learning (PjBL) model and those taught using the problem-based learning (PBL) model. This is proven by the results of the Independent Sample T-Test, it is known that the significant value (2-tailed) is 0.001 < 0.05, so H0 is rejected and H1 is accepted, because sig 0.001 < 0.05 which means that it can be concluded that there is an influence of the project based learning (PjBL) learning model on the learning activity of class IV students of science subjects at MIN 2 Bandar Lampung. The PjBL model is able to improve conceptual understanding, critical thinking skills, and student activity in the learning process.

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