Pengaruh Model Pembelajaran Berbasis Masalah terhadap Hasil Belajar IPAS Siswa Kelas V di SDN 7 Ampenan
DOI:
https://doi.org/10.29303/goescienceed.v7i2.1852Keywords:
Problem-Based Learning, IPAS Learning Outcomes, Quasi-Experimental, Elementary School, Cognitive AchievementAbstract
In elementary education, Science and Social Science (IPAS) learning is essential for developing students' critical thinking and integrated understanding of natural and social phenomena. However, conventional teacher centered instruction often leads to passive learning and suboptimal academic achievement among students. This study aims to examine the effect of the Problem-Based Learning (PBL) model on Science and Social Science (IPAS) learning outcomes of fifth grade students at SDN 7 Ampenan. A quantitative approach with quasi-experimental design (Nonequivalent Control Group Design) was applied. The sample consisted of 60 fifth-grade students divided into an experimental class (Class Va, n=30) receiving PBL instruction and a control class (Class Vb, n=30) receiving conventional teaching. Data analysis employed Kolmogorov-Smirnov normality test, Levene's homogeneity test, Normalized Gain (N-Gain) analysis, Independent Sample t-test, and Paired Sample t-test. Results revealed that the experimental group's mean posttest score (80.17) was significantly higher than the control group (68.30), reflecting an 11.87 point difference. N-Gain analysis yielded a mean of 0.438 (moderate category) for the experimental group and 0.158 (low category) for the control group. The Independent Sample t-test produced t = 6.711 with significance 0.000 (p < 0.05), leading to rejection of the null hypothesis. It is concluded that the PBL model significantly affects IPAS learning outcomes and is demonstrably more effective in enhancing students' cognitive abilities than conventional instructional methods.
References
Akhwani, A., & Nurizka, R. (2021). Meta-Analisis Quasi Eksperimental Model Pembelajaran Value Clarification Technique (VCT) Terhadap Prestasi Belajar Siswa Sekolah Dasar. Jurnal Basicedu, 5(2), 446–454. https://doi.org/10.31004/basicedu.v5i2.706
Barrouillet, P. (2018). Piaget’s Theory of Cognitive Development. In The SAGE Encyclopedia of Intellectual and Developmental Disorders. SAGE Publications, Inc. https://doi.org/10.4135/9781483392271.n387
Farhan, M., Amir Soleh, D., & Negeri Jakarta, U. (2025). PENERAPAN MEDIA PEMBELAJARAN BERBASIS PUZZLE SUGAM UNTUK MENINGKATKAN HASIL BELAJAR IPAS SISWA KELAS V SEKOLAH DASAR PGSD FIP Universitas Negeri Jakarta 2 PGSD FIP.
Feri, M., & Rokhimawan, M. A. (2024). Penerapan Model Problem Based Learning Pada Materi Penerapan Model Problem Based Learning Pada Materi Pembelajaran IPA Siswa Kelas V Kurikulum 2013 Pembelajaran IPA Siswa Kelas V Kurikulum 2013. https://citeus.um.ac.id/jptpphttps://citeus.um.ac.id/jptpp/vol9/iss9/3
Fuadati, M., & Wilujeng, I. (2019). Web-Lembar Kerja Peserta Didik IPA terintegrasi potensi lokal pabrik gula untuk meningkatkan rasa ingin tahu peserta didik. Jurnal Inovasi Pendidikan IPA, 5(1), 98–108. https://doi.org/10.21831/jipi.v5i1.24543
Hastjarjo, T. D. (2019). Rancangan Eksperimen-Kuasi. Buletin Psikologi, 27(2), 187. https://doi.org/10.22146/buletinpsikologi.38619
Indistra, N. N., & Hernawa, T. (2025). Berbagi Pengetahuan dan Perilaku Kerja Inovatif: Studi Penerapan Kurikulum Merdeka Pada Guru. Suksma: Jurnal Psikologi Universitas Sanata Dharma, 6(2), 124–139. https://doi.org/10.24071/suksma.v6i2.12577
Kause, M. C., Sunbanu, H. F., Selan, Y. A., & Maulana, R. (2025). Improving IPAS Learning Outcome using the Problem-Based Learning Model in Elementary School. Jurnal Pijar Mipa, 20(3), 539–543. https://doi.org/10.29303/jpm.v20i3.8930
Lajom, M. A. P., Cajucom, R. N. D. C., Batobalonos, C. S. J., & Santos, Engr. J. V. L. (2023). Enhancing Academic Performance Through Effective Classroom Management and Output Distribution. International Journal of Social Sciences & Educational Studies, 10(3). https://doi.org/10.23918/ijsses.v10i3p424
Lee, Y. C. (2025). Changes in Learning Outcomes of Students Participating in Problem-Based Learning for the First Time: A Case Study of a Financial Management Course. Asia-Pacific Education Researcher, 34(1), 511–530. https://doi.org/10.1007/s40299-024-00873-y
Purwanti, R., Istiningsih, S., & Sobri, M. (2025). Pengaruh Penggunaan Media Diorama terhadap Hasil Belajar IPAS pada Siswa Kelas V di SDN 7 Ampenan. Jurnal Ilmiah Profesi Pendidikan, 10(3), 2823–2831. https://doi.org/10.29303/jipp.v10i3.3991
Romanowski, M. H., & Karkouti, I. M. (2021). Transporting Problem Based Learning to the Gulf Cooperation Council Countries (GCC): Using Cultural Scripts to Analyze Cultural Complexities. Interdisciplinary Journal of Problem-Based Learning, 15(1). https://doi.org/10.14434/ijpbl.v15i1.28793
Sianturi, A., & Sobri, M. (2023). UPAYA PENINGKATKAN HASIL BELAJAR MELALUI MODEL PEMBELAJARAN PROBLEM BASED LEARNING. In Global Education Trends (Vol. 01, Number 2).
Zhang, Y., & Ma, X. (2023). Effects of project-based and problem-based learning on students’ academic achievement: A meta-analysis. Educational Research Review, 38, 163–171.
