Peningkatan Hasil Belajar IPAS Menggunakan Model Problem Based Learning berbantuan Media Powerpoint Interaktif
Keywords:
Problem Based Learning, PowerPoint Interaktif, Hasil Belajar, IPASAbstract
Learning outcomes in Natural and Social Sciences (IPAS) for Grade III students at SDN Sawah Besar 01 were low, marked by students’ lack of enthusiasm, passive participation, and limited understanding of the material. These issues stemmed from teacher-centered learning approaches and minimal use of engaging interactive media. This study aims to improve students' learning outcomes through the implementation of the Problem Based Learning (PBL) model supported by interactive PowerPoint media. The research used a Classroom Action Research (CAR) design, conducted in two cycles consisting of planning, action, observation, and reflection phases. The research subjects were 29 third-grade students. Data collection techniques included learning outcome tests, observation of student activities, and documentation. The results showed a significant improvement in students' learning outcomes. The average score increased from 65.9 in the pre-cycle to 74.6 in the first cycle, and reached 85.6 in the second cycle. Additionally, the percentage of students achieving the Minimum Mastery Criteria (MMC) rose from 20.6% in the pre-cycle to 62.1% in the first cycle and 93.1% in the second cycle. These findings demonstrate that the PBL model, when supported by interactive PowerPoint media, is effective in enhancing students' understanding and performance in IPAS learning.
References
Alfiansyah, D. (2021). Pengaruh metode pembelajaran aktif terhadap hasil belajar siswa di sekolah dasar. Jurnal Pendidikan Dasar, 12(3), 110–115.
Arends, R. I. (2020). Learning to teach (9th ed.). McGraw-Hill Education.
Clark, R. C., & Mayer, R. E. (2011). E-learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (3rd ed.). John Wiley & Son.
Haris, M. (2020). Efektivitas penerapan model Problem Based Learning untuk meningkatkan keterampilan berpikir kritis siswa. Jurnal Pendidikan Indonesia, 15(2), 75–80.
Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), 235–266.
Kemmis, S., & McTaggart, R. (1988). The Action Research Planner. Deakin University Press.
Lestari, R. D., & Putra, I. G. N. (2024). Efektivitas model Problem Based Learning berbasis media digital dalam meningkatkan kreativitas dan berpikir kritis siswa. Jurnal Pendidikan Dasar Dan Inovasi, 8(1), 25–33.
Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. Cambridge University Press.
Prasetyo, Y., Wijaya, M., & Hartono, R. (2023). Pengaruh penggunaan media pembelajaran interaktif terhadap motivasi belajar siswa SD. Jurnal Pendidikan Dan Teknologi, 9(3), 115–125.
Putri, L. & Nurafni, N. (2021). Penggunaan media PowerPoint interaktif dalam pembelajaran IPS. Jurnal Ilmu Pendidikan Sekolah Dasar, 6(1), 45–50.
Saraswati, R. (2020). Penerapan media PowerPoint untuk meningkatkan hasil belajar siswa pada pembelajaran matematika. Jurnal Penelitian Pendidikan Matematika, 9(2), 150–155.
Slavin, R. E. (2009). Educational psychology: Theory and practice (9th ed.). Pearson Education.
Suryani, A. (2022). Pengaruh penggunaan teknologi dalam pembelajaran terhadap motivasi belajar siswa. Jurnal Teknologi Pendidikan, 10(4), 210–215.
Susilo, H., Chotimah, H., & Sari, Y. D. (2022). Penelitian Tindakan Kelas: Teori dan Praktik di Sekolah Dasar. Universitas Negeri Malang Press.
Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional, Lembaran Negara Republik Indonesia Nomor 4301 (2003). https://peraturan.bpk.go.id/Home/Details/43920/uu-no-20-tahun-2003
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
Wahyu, S. (2021). Penggunaan model Problem Based Learning dalam meningkatkan keterlibatan siswa dalam pembelajaran. Jurnal Pendidikan Dasar Dan Inovasi, 5(3), 100–105.
Wahyudi, I. (2019). Pengaruh penguasaan konsep IPAS terhadap kemampuan berpikir kritis siswa. Jurnal Pendidikan Dan Pembelajaran, 10(1), 22–28.
