Pengaruh Penerapan Model PjBL Berbantuan Media Video Terhadap Hasil Belajar Subtema Manusia dan Lingkungan
DOI:
https://doi.org/10.31100/dikdas.v6i1.2555Kata Kunci:
Learning Video, Learning Outcomes, PjBL.Abstrak
One of the efforts made to overcome the low learning outcomes is the selection of the right learning model. The purpose of this study was to determine the application of the Project Based Learning model and its effect on human and environmental sub-themes learning outcomes for class V SDN Ciomas 04. This research approach was quantitative, the type of experimental research was quasi-experimental design. This research is located at SDN Ciomas 04. The population of class V SDN Ciomas 04 Bogor regency is 31 students. The Data collection techniques: tests, observations and documentation. Data analysis techniques: Descriptive and inferential statistics. Independent sample T-Test hypothesis test. The results showed that the application of the Project Based Learning model could be carried out well based on the stages of learning. The results of the study showed that the average value in the experimental group was higher than the control group. There is an effect of the Project Based Learning model on the human and environmental sub-themes learning outcomes of fifth grade students of SDN Ciomas 04 based on the analysis test stating that the t-count value is greater than the ttable value.
Referensi
Daryanto. (2016). Media Pembelajaran. Yogyakarta: Gava Media.
Fathurrohman, M. (2015). Model-Model Pembelajaran Inovatif (1st Ed.). Jogjakarta: Ar-Ruzz Media.
Hamdayama, J. (2016). Metodologi Pengajaran (1st Ed., P. 105). Jakarta: Sinar Grafika Offset.
Jombang, S. (N.D.). Pengaruh Model Pembelajaran Project-Based Learning (Pjbl) Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Instalasi Penerangan Listrik Di Smkn 3 Jombang. Afista Indriya Putri. 459–463.
Kartika, W. I. (2021). Pendidikan Hubungan Antara Lingkungan Keluarga Dan Hasil Belajar Ips Siswa Di Sekolah Dasar. Edukatif : Jurnal Ilmu Pendidikan Volume 3 Nomor 4 Tahun 2021 Halm 1318 - 1325 Edukatif: Jurnal Ilmu Pendidikan, 3(4), 1318–1325.
Kreativitas, P. (2019). Economic Education Analysis Journal. 8(2), 635–651. Https://Doi.Org/10.15294/Eeaj.V8i2.31499
Kunandar. (2015). Penilaian Autentik (Penilaian Hasil Belajar Peserta Didik Berdasarkan Kurikulum 2013). Rajawali Pers.
Meita, L., Furi, I., Handayani, S., & Maharani, S. (2018). Eksperimen Model Pembelajaran Project Based Learning Dan Project Based Learning Terintegrasi Stem Untuk Meningkatkan. 35.
Novita, L., Windiyani, T., & Sakinah, A. R. (2020). Pengaruh Penerapan Model Discovery Learning Terhadap Hasil Belajar Matematika Siswa. Widyagogik : Jurnal Pendidikan Dan Pembelajaran Sekolah Dasar, 7(2), 148–163. Https://Doi.Org/10.21107/Widyagogik.V7i2.7441
Rusman. (2016a). Pembelajaran Tematik Terpadu (Pp. 201–202). Jakarta: Pt Rajagrafindo Persada.
Rusman. (2016b). Pembelajaran Tematik Terpadu (2nd Ed.). Jakarta: Pt Rajagrafindo Persada.
Rusman. (2016c). Pembelajaran Tematik Terpadu (P. 67). Jakarta: Pt Rajagrafindo Persada.
Sukmanasa, E., & Sukmanasa, E. (2016). Ilmu Pengetahuan Sosial. September.
Yuan, I., & Ms, A. (2019). Pentingnya Media Pembelajaran Berbasis Video Untuk Siswa Jurusan Ips Tingkat Sma Se-Banten. Jurnal Pendidikan, 2(1), 263–275.
Yuanta, F. (2019). Pengembangan Media Video Pembelajaran Ilmu Pengetahuan Sosial Pada Siswa Sekolah Dasar. 1(2), 91–100.
Yunita, N., & Anwar, W. S. (2020). Pengaruh Model Discovery Learning Terhadap Hasil Belajar Siswa. 03, 61-65.
