Khofifatun Roziqoh, Intan Rahmawati, Aries Tika Damayani

KEEFEKTIFAN MODEL STAD BERBANTU MEDIA VIDEO PEMBELAJARAN IPAS TERHADAP HASIL BELAJAR SISWA KELAS IV SD NEGERI SANGKANAYU KABUPATEN TEGAL

Introduction

Keefektifan model stad berbantu media video pembelajaran ipas terhadap hasil belajar siswa kelas iv sd negeri sangkanayu kabupaten tegal. Penelitian kuantitatif ini menguji keefektifan model STAD berbantu video pembelajaran IPAS terhadap hasil belajar siswa kelas IV SD Sangkanayu Tegal. Terbukti efektif meningkatkan ketuntasan belajar.

Abstract

Penelitian ini bertujuan untuk mengetahui keefektifan model STAD berbantu media video pembelajaran IPAS terhadap hasil belajar siswa kelas IV SD Negeri Sangkanayu Kabupaten Tegal. Jenis penelitian ini adalah penelitian kuantitatif dalam bentuk Eksperimen dengan desain pre experimental berupa one grup pretest  posttest design. Populasi dari penelitian ini adalah sumua peserta didik kelas IV SD Negeri Sangkanayu Kabupaten Tegal yang berjumlah 21 siswa. Teknik sampling yang digunakan dalam penelitian ini adalah non probability sampling sampel jenuh, yaitu teknik pengambilang sampel yang menggunakan semua anggota populasi sebagai sampel. Analisis data dalam penelitian ini menggunakan paired sample t test (uji t) dan uji ketuntasan belajar. Hasil penelitian ini menunjukan rata rata hasil belajar siswa sebelum menggunakan medel STAD berbantu video (pretest) yaitu 58,57% dan setelah menggunakan medel STAD berbantu video (posttest) yaitu 76,19%. Siswa dapat mencapai ketuntasan belajar, baik individu dengan 17 siswa tuntas dari jumlah keseluruhan 21 siswa maupun klasikal dengan presentase ketuntasan belajar sebesar 80,95%. Selanjutnya, hasil uji t terhadap hasil belajar diperoleh thitung > ttabel yaitu 9,0813 > 2,09302 sehingga dapat disimpulakan bahwa Ho ditolak dan Ha diterima. Kesimpulan dari penelitian ini yaitu adanya keefektifan Model Student Team Achievement Division (STAD) berbantu media video pembelajaran IPAS terhadap hasil belajar siswa kelas IV SD Negeri Sangkanayu Kabupaten Tegal.

Review

This study investigates the effectiveness of the Student Team Achievement Division (STAD) model, enhanced by video learning media for IPAS (Science and Social Studies), on the learning outcomes of fourth-grade students. The objective is clearly defined, and the research employs a quantitative, pre-experimental approach using a one-group pretest-posttest design. While this design is useful for initial exploration and generating hypotheses, it inherently limits the ability to draw strong causal conclusions regarding effectiveness due to the absence of a control group and the potential influence of confounding variables such as maturation, history, or testing effects. The study population comprises a small group of 21 students, utilizing a saturated sampling technique, which, while appropriate for this specific context, limits the generalizability of the findings to broader educational settings. The abstract presents clear and encouraging findings. A notable improvement in student learning outcomes was observed, with the average score increasing from 58.57% in the pretest to 76.19% in the posttest after the intervention. Furthermore, the study reports that 17 out of 21 students achieved individual learning completeness, leading to a classical learning completeness percentage of 80.95%. The statistical analysis, using a paired sample t-test, indicates a significant difference between pretest and posttest scores (t-calculated > t-table, 9.0813 > 2.09302), leading to the rejection of the null hypothesis and acceptance of the alternative hypothesis that the STAD model with video media has an effect. These results quantitatively support the authors' conclusion regarding the presence of effectiveness. In conclusion, this research provides preliminary evidence suggesting the potential benefits of integrating the STAD model with video learning media for enhancing IPAS learning outcomes in a specific primary school setting. The observed improvements in student scores and learning completeness are promising and highlight the value of exploring such instructional strategies. However, to establish more robust claims of effectiveness and causality, future research would greatly benefit from adopting a true experimental design that includes a control group. This would help to isolate the impact of the intervention more definitively and minimize threats to internal validity, thereby strengthening the empirical foundation for wider implementation.

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