Akbar Gymnastiar, Mudzanatun Mudzanatun, Ervina Eka Subekti

KEEFEKTIFAN MODEL PBL BERBASIS VIDEO ANIMASI MUPEL MATEMATIKA MATERI BANGUN DATAR TERHADAP HASIL BELAJAR KELAS IV SD NEGERI CANDI 1

Introduction

Keefektifan model pbl berbasis video animasi mupel matematika materi bangun datar terhadap hasil belajar kelas iv sd negeri candi 1. Teliti keefektifan model PBL berbasis video animasi untuk materi matematika bangun datar pada siswa kelas 4 SD. Temukan bahwa model ini tidak efektif dalam meningkatkan hasil belajar.

Abstract

Pembelajaran dalam dunia pendidikan merupakan suatu proses interaksi dan koneksi antara pendidik dan peserta didik dengan menjadikan kurikulum sebagai acuan. Kurikulum di Indonesia telah mengalami banyak pengembangan serta melahirkan berbagai model pembelajaran, salah satunya model problem based learning (PBL). Perkembangan ilmu teknologi informasi dan komunikasi telah merambah ke segala ranah kehidupan, tak terkecuali ranah pendidikan. Penggunaan media video animasi yang dipadukan dengan model PBL dapat menjadi inovasi dalam pembelajaran untuk meningkatkan hasil belajar peserta didik. Tujuan penelitian ini adalah mengetahui keefektifan model PBL berbantu video terhadap animasi hasil belajar peserta didik kelas IV SDN Candi 1 Semarang. Penelitian ini menggunakan pendekatan kuantitatif, desain penelitian pra-eksperimental dengan jenis one-group pretest-posttest . Menggunakan teknik cluster sampling dengan jumlah 19 peserta didik di kelas IV B. Berdasarkan hasil uji ketuntasan belajar peserta didik, terdapat 10 siswa yang berhasil tuntas dan 9 lainnya memperoleh nilai kurang dari kriteria ketuntasan minimal yaitu 70. Setelah dilakukan uji N-Gain diperoleh skor 0,1633 atau 16,33% yang artinya penerapan model pembelajaran tersebut dianggap tidak efektif.

Review

The study titled "KEEFEKTIFAN MODEL PBL BERBASIS VIDEO ANIMASI MUPEL MATEMATIKA MATERI BANGUN DATAR TERHADAP HASIL BELAJAR KELAS IV SD NEGERI CANDI 1" investigates the efficacy of integrating an animated video-based Problem-Based Learning (PBL) model into mathematics instruction on flat shapes for fourth-grade students. The research addresses a pertinent area in educational innovation, aiming to leverage technological advancements to enhance student learning outcomes. The authors employed a quantitative approach using a pre-experimental one-group pretest-posttest design, with a sample size of 19 students from Class IV B, selected via cluster sampling, to achieve their stated objective of assessing the model's effectiveness. The findings presented in the abstract reveal a notable outcome. Following the intervention, student performance on a learning mastery test indicated that 10 out of 19 students achieved the minimum mastery criterion, while 9 students did not meet the threshold of 70. More critically, the subsequent N-Gain test, a common measure for assessing learning effectiveness, yielded a score of 0.1633, or 16.33%. Based on this quantitative result, the authors concluded that the implemented animated video-based PBL model was *not effective* in improving the learning outcomes of the fourth-grade students. This conclusion, indicating a lack of effectiveness, is a significant finding that warrants further discussion. While the study's design as a one-group pretest-posttest limits the ability to draw strong causal inferences due to the absence of a control group, the low N-Gain score is a clear indicator against the proposed model's utility in this specific context. Future research should consider employing a more robust experimental design, such as a quasi-experimental design with a control group, to provide a clearer picture of the intervention's impact. Additionally, a deeper qualitative analysis could shed light on potential contributing factors to the ineffectiveness, such as specific aspects of the video animation, the implementation of the PBL stages, student engagement levels, or the content's complexity. Despite the negative finding, this research contributes to the literature by demonstrating that not all innovative teaching models, even those incorporating technology, are inherently effective and underscores the importance of rigorous empirical evaluation.

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