An Analysis of the Evaluation of Science Learning on Plant and Animal Topics among Fourth-Grade Elementary School Students
DOI:
https://doi.org/10.56393/mindset.v5i1.3453Keywords:
Problem-Based Learning, Natural Science, Elementary School, Learning AssessmentAbstract
This study examines the effectiveness of the Problem-Based Learning (PBL) model on plant and animal science learning outcomes among fourth-grade students at MI Sirojul Huda in 2024, focusing on learning challenges and instructional improvement. Employing a quasi-experimental design with a non-equivalent control group and a mixed-methods approach, the study involved 40 students (20 in the PBL experimental group and 20 in the conventional control group), using a 20-item test (15 multiple-choice, 5 essay questions, Cronbach’s alpha=0.78) to assess cognitive understanding and observation sheets (inter-rater reliability, Cohen’s kappa=0.82) to evaluate engagement. Results revealed that the PBL group achieved a significantly higher mean score (89.5, SD=7.2) compared to the control group (85.2, SD=8.1) (t(38)=2.45, p=0.019, Cohen’s d=0.55), with 9 students in the "Excellent" category (91–100) and 3 achieving perfect scores, compared to 4 in the control group. Most students surpassed the Minimum Completion Criteria (KKM), demonstrating improved comprehension of scientific concepts. Engagement data showed 10 PBL students as "Highly Engaged" (91–100), reflecting active problem-solving and environmental awareness, defined as recognizing plant-animal interactions in local ecosystems. Despite these gains, some students scored in the "Poor" category (75–80), indicating a need for tailored scaffolding. This study highlights PBL’s potential to enhance academic performance and environmental awareness in Islamic elementary schools, while acknowledging limitations due to the small sample size.
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