Analysis of Science Learning Outcomes of Grade V Students on the Material of Changes in the Form of Objects Through the Learning Based Learning Model
DOI:
https://doi.org/10.56393/kognisi.v5i1.3440Keywords:
Classroom Action Research, Interactive Learning Media, Learning Interest, Culturally Responsive TeachingAbstract
This study aimed to improve the comprehension and learning outcomes of fifth-grade students at Ciracas 13 Public Elementary School, East Jakarta regarding the change of state of objects within science-related learning activities. Initial observations revealed low student engagement, limited question-asking behavior, and low confidence in expressing opinions factors contributing to poor academic performance. To address this issue, the Problem Based Learning model was implemented to emphasize active participation in solving contextual problems. This Classroom Action Research followed four stages: planning, implementation, observation, and reflection. The pre-test and post-test results showed significant improvement in students' understanding, with average scores increasing from 54.48 to 72.07. Statistical analysis using a paired t-test confirmed the effectiveness of Problem Based Learning in improving outcomes (p-value = 0.003 < 0.05). Students became more active, confident, and engaged in discussions. The findings support the idea that Problem Based Learning not only enhances cognitive achievements but also promotes positive behavioral changes during science learning. The model fosters critical thinking and collaborative learning in real-world scenarios, making the learning process more meaningful and enjoyable. This study concludes that Problem Based Learning is an effective approach to science instruction in primary schools, particularly for material involving tangible phenomena.
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