Jantri Syah Putra Sembiring, Mariati Purnama Simanjuntak, Loriana R Nababan, Marlinda Manalu, Yuda Haridsya Aditia

PENGARUH MODEL PROBLEM BASED LEARNING BERBANTUAN POWTOON TERHADAP HASIL BELAJAR SISWA

Introduction

Pengaruh model problem based learning berbantuan powtoon terhadap hasil belajar siswa. Teliti pengaruh model Problem Based Learning (PBL) berbantuan Powtoon pada hasil belajar kognitif siswa materi usaha & energi. Hasil: PBL dengan Powtoon efektif tingkatkan hasil belajar.

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh model Problem-Based Learning (PBL) berbantuan media animasi Powtoon terhadap hasil belajar kognitif siswa pada materi usaha dan energi. Penelitian menggunakan metode quasi experiment dengan desain pretest-posttest control group design. Populasi penelitian adalah seluruh siswa kelas X di salah satu SMA Negeri di Kota Medan yang terdiri atas tujuh kelas dengan total 224 siswa. Sampel dipilih menggunakan teknik simple random sampling sehingga diperoleh dua kelas, yaitu kelas X-1 sebagai kelas eksperimen yang menggunakan model PBL berbantuan Powtoon dan kelas X-2 sebagai kelas kontrol yang menggunakan pembelajaran konvensional. Setiap kelas terdiri atas 35 siswa. Instrumen penelitian berupa tes pilihan ganda sebanyak 20 butir yang telah diuji validitas dan reliabilitasnya. Analisis data dilakukan menggunakan uji independent sample t-test dan perhitungan N-gain. Hasil penelitian menunjukkan adanya peningkatan signifikan hasil belajar kognitif siswa pada kelas eksperimen dibandingkan kelas kontrol. Rata-rata nilai pretest dan posttest kelas eksperimen adalah 37,71 dan 81,71, sedangkan kelas kontrol sebesar 35,71 dan 75,86. Dengan demikian, penerapan model PBL berbantuan media Powtoon efektif dalam meningkatkan hasil belajar kognitif siswa pada materi usaha dan energi.

Review

This study presents a timely and relevant investigation into the impact of integrating technology, specifically Powtoon animation, within a Problem-Based Learning (PBL) framework on student cognitive learning outcomes. The research addresses a critical area in educational innovation, aiming to enhance pedagogical practices, particularly in physics education on the topic of "usaha dan energi" (work and energy). The abstract clearly highlights a significant positive effect of the PBL model supported by Powtoon on students' cognitive learning, thereby suggesting a promising approach for improving instructional effectiveness and student achievement. The findings, as summarized, offer valuable insights into the potential of technology-enhanced learning environments. From a methodological standpoint, the study employs a well-suited quasi-experimental pretest-posttest control group design, which is appropriate for interventions within existing educational settings. The clear differentiation between the experimental group (PBL with Powtoon) and the control group (conventional learning), each comprising 35 students selected via simple random sampling from a larger population, indicates a thoughtful design aimed at minimizing bias. The use of a validated and reliable 20-item multiple-choice test for both pre- and post-assessment, coupled with robust statistical analyses (independent sample t-test and N-gain), strengthens the credibility of the reported increases in cognitive learning outcomes. The presented average scores for both pretest and posttest provide clear evidence of the observed improvements. While the abstract provides a strong foundation, a full manuscript would benefit from a more explicit definition of what constitutes "pembelajaran konvensional" (conventional learning) to offer a clearer comparative baseline. Additionally, while the focus on cognitive outcomes is valid, exploring other dimensions such as student engagement, motivation, or long-term knowledge retention would further enrich the understanding of the intervention's overall impact. Despite these minor considerations, the study makes a compelling case for the effectiveness of PBL integrated with Powtoon. The presented results suggest a significant and practical contribution to the literature on technology-enhanced learning, and the study's findings warrant dissemination to a broader audience.

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