1448 H / 2026 MPENGARUH MODEL PEMBELAJARAN PROJECT BASED LEARNING BERBANTUAN MEDIA VIDEO ANIMASI TERHADAP HASIL BELAJAR IPAS SISWA KELAS IV SDN 2 LABUHAN RATU BANDAR LAMPUNG

MERRY, SULASTRI (2026) 1448 H / 2026 MPENGARUH MODEL PEMBELAJARAN PROJECT BASED LEARNING BERBANTUAN MEDIA VIDEO ANIMASI TERHADAP HASIL BELAJAR IPAS SISWA KELAS IV SDN 2 LABUHAN RATU BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

	PDF Download (7MB)
	PDF Restricted to Repository staff only Download (7MB)

Abstract

ABSTRAK Penelitian ini dilatar belakangi oleh rendahnya hasil belajar peserta didik pada mata pelajaran IPAS. Permasalahannya adalah peserta didik kurang bersemangat dan merasa jenuh saat proses belajar mengajar berlangsung, sehingga membuat peserta didik menjadi pasif dan kurang aktif yang mengakibatkan peserta didik mengalami kesulitan dalam memahami pelajaran IPAS. Dalam hal ini peneliti menggunakan model Project Based Learning (PjBL) untuk meningkatkan hasil belajar peserta didik kelas IV SDN 2 Labuhan Ratu Bandar Lampung. Rumusan masalah pada penelitian ini yaitu apakah terdapat pengaruh model pembelajaran Project Based Learning berbantuan media video animasi terhadap hasil belajar IPAS siswa kelas IV SDN 2 Labuhan Ratu Bandar Lampung. Penelitian ini bertujuan untuk mengetahui dan memahami apakah ada pengaruh signifikan Penggunaan model Project Based Learning (PjBL) terhadap hasil belajar peserta didik kelas IV SDN 2 Labuhan Ratu Bandar Lampung. Penelitian ini merupakan penelitian kuantitatif. Jenis penelitian yang digunakan adalah Quasi Eksperiment dengan bentuk desain Nonequivalent Control Group Design yang tidak dipilih secara acak (random). Teknik sampling Yang digunakan Adalah Purposive Sampling. Teknik pengumpulan data yang digunakan adalah tes. Teknik analisis data yang digunakan adalah uji normalitas, uji homogenitas, uji N-Gain dan uji hipotesis. Hasil penelitian menunjukkan bahwa rata-rata N-Gain kelas eksperimen sebesar 0,64 (kategori sedang), lebih tinggi dibandingkan kelas kontrol sebesar 0,27 (kategori rendah). Hasil uji hipotesis menunjukkan nilai signifikansi 0,000 < 0,05 serta t hitung 3,902 > t tabel 2,013, sehingga terdapat perbedaan yang signifikan antara kedua kelas. Dengan demikian, penerapan model PjBL berbantuan media video animasi berpengaruh positif dan lebih efektif dalam meningkatkan hasil belajar IPAS dibandingkan model PBL berbantuan media video animasi. Temuan ini menegaskan bahwa pembelajaran berbasis proyek yang dipadukan dengan media visual animatif mampu meningkatkan keterlibatan aktif siswa, memperkuat pemahaman konsep, serta mendukung pencapaian hasil belajar yang lebih optimal. ABSTRACT This study was motivated by the low learning outcomes of students in the Natural and Social Sciences (IPAS) subject. The problem identified was that students lacked enthusiasm and became bored during the teaching and learning process, causing them to be passive and less actively engaged, which ultimately hindered their understanding of IPAS concepts. To address this issue, the researcher implemented the Project-Based Learning (PjBL) model to improve the learning outcomes of fourth-grade students at SDN 2 Labuhan Ratu, Bandar Lampung. The research problem was formulated as follows: Is there a significant effect of the Project-Based Learning (PjBL) model assisted by animated video media on the IPAS learning outcomes of fourth-grade students at SDN 2 Labuhan Ratu, Bandar Lampung? Accordingly, this study aimed to determine and analyze the significant effect of implementing the Project-Based Learning (PjBL) model assisted by animated video media on students' IPAS learning outcomes. This study employed a quantitative research approach using a quasi-experimental method with a Nonequivalent Control Group Design, in which participants were not randomly assigned. The sampling technique used was purposive sampling. Data were collected through achievement tests, while the data analysis techniques included the normality test, homogeneity test, N-Gain test, and hypothesis testing. The results showed that the experimental group achieved an average N-Gain score of 0.64 (moderate category), which was higher than the control group's average N-Gain score of 0.27 (low category). The hypothesis testing results revealed a significance value of 0.000 (< 0.05) and a calculated t-value of 3.902, which exceeded the critical t-value of 2.013. These findings indicate a statistically significant difference between the two groups. Therefore, the implementation of the Project-Based Learning (PjBL) model assisted by animated video media had a positive and more effective impact on improving students' IPAS learning outcomes than the Problem-Based Learning (PBL) model assisted by the same animated video media. These findings confirm that project-based learning integrated with animated visual media enhances students' active engagement, strengthens conceptual understanding, and supports the achievement of better learning outcomes.

Actions (login required)

View Item