Wahyu Rizka Uswatun Khasanah, Aloysius Yohanes Soegeng Yosohartono, Fillia Prima Artharina

KEEFEKTIFAN MODEL PEMBELAJARAN NUMBERED HEAD TOGETHER BERBANTU MEDIA FLASH CARD TERHADAP HASIL BELAJAR PENDIDIKAN PANCASILA SISWA KELAS V SD MUHAMMADIYAH 17 SEMARANG

Introduction

Keefektifan model pembelajaran numbered head together berbantu media flash card terhadap hasil belajar pendidikan pancasila siswa kelas v sd muhammadiyah 17 semarang. Efektivitas model pembelajaran Numbered Head Together (NHT) dengan flash card pada hasil belajar Pendidikan Pancasila siswa kelas V SD Muhammadiyah 17 Semarang terbukti signifikan.

Abstract

Penelitian bertujuan untuk mengetahui keefektifan model pembelajaran numbered head together berbantu media flash card terhadap hasil belajar Pendidikan Pancasila  siswa kelas V SD Muhammadiyah 17 Semarang. jenis penelitian ini adalah penelitian kuantitatif dengan populasi seluruh siswa kelas V SD Muhammadiyah 17 Semarang. Desain penelitian ini adalah metode one group pretest-posttest design. Teknik pengumpulan data yang digunakan yaitu wawancara, tes, dan dokumentasi. Berdasarkan analisis data diperoleh rata-rata pretest adalah 45, 23 dan rata-rata posttest adalah 83,18. Hasil uji hipotesis dengan uji-t diperoleh sebesar 21,551  dan 1,721   dengan df = N-1=21 dan taraf signifikan 0,05 sebesar 1, 721dan taraf signifikan 5%. Karena nilai yaitu 21,551 1,721  maka ditolak dan diterima. Hal ini terdapat perbedaan hasil belajar antara sebelum diberikan perlakuan dan setelah mendapat perlakuan berupa model pembelajaran numbered head together berbantu media flash card terhadap hasil belajar Pendidikan Pancasila siswa kelas V SD Muhammadiyah.

Review

This study investigates the effectiveness of the Numbered Head Together (NHT) learning model, enhanced by flash card media, on the Pancasila Education learning outcomes of fifth-grade students at SD Muhammadiyah 17 Semarang. The research clearly articulates its objective to determine this effectiveness, employing a quantitative approach with a one-group pretest-posttest design. The findings indicate a substantial improvement in student learning outcomes, with the average posttest score (83.18) being significantly higher than the pretest score (45.23). The statistical analysis, yielding a t-calculated value (21.551) significantly exceeding the t-critical value (1.721), provides quantitative support for the claim that the intervention led to a positive difference in learning, suggesting the combined approach of NHT and flash cards holds promise as a pedagogical tool. While the observed improvement is noteworthy, the methodological design presents significant limitations regarding the generalizability and robustness of the conclusions. The use of a "one group pretest-posttest design" inherently lacks a control group, making it difficult to definitively attribute the observed gains solely to the intervention. Alternative explanations such as maturation, history effects, or the testing effect itself cannot be conclusively ruled out. Furthermore, the abstract's presentation of the statistical results could be clearer, particularly in distinguishing between the calculated t-value and the critical t-value more explicitly in its concluding sentence. The study's focus on a single school and grade also limits the external validity, making it challenging to extrapolate these findings to broader educational contexts. Despite these methodological constraints, the study provides preliminary evidence supporting the potential utility of the Numbered Head Together model integrated with flash cards for improving Pancasila Education learning. For future research, it is highly recommended to adopt a more rigorous experimental design, such as a quasi-experimental design with a control group, to strengthen causal inferences. Expanding the sample size and including schools with diverse characteristics would also enhance the generalizability of the findings. Additionally, incorporating qualitative data through student and teacher interviews could provide deeper insights into the mechanisms through which this teaching model impacts learning. Nevertheless, this paper offers a starting point for educators considering innovative approaches to civic education.

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