Nada Naurah Putri Azizah, Yuberti, Hasan Sastra Negara

The Influence of the MURDER Learning Strategy on Understanding of IPAS in Grade V of SD AL-Azhar 1 Bandar Lampung

Introduction

The influence of the murder learning strategy on understanding of ipas in grade v of sd al-azhar 1 bandar lampung. Discover how the MURDER learning strategy, supported by Wordwall media, significantly improves IPAS (science) concept understanding in Grade V elementary students. Effective learning methods.

Abstract

The low understanding of science concepts among elementary school students remains a problem influenced by teacher-centered learning. This condition requires the implementation of learning strategies that can activate students' cognitive processes systematically. This study aims to analyze the effect of the MURDER learning strategy assisted by Wordwall media on the understanding of science concepts in fifth grade students. The study used a quantitative approach with a quasi experimental design of the pretest–posttest control group type. The research sample consisted of 52 students divided into an experimental class and a control class. Data were collected through a concept understanding test and analyzed using an independent t-test. The results showed a significant increase in concept understanding in the experimental class compared to the control class. This finding confirms that a structured cognitive learning strategy supported by interactive media is effective in significantly improving the understanding of science concepts.

Review

This study critically examines the effectiveness of the MURDER learning strategy, enhanced by Wordwall media, in improving the understanding of IPAS (science concepts) among fifth-grade students at SD AL-Azhar 1 Bandar Lampung. Addressing the pertinent challenge of low science concept comprehension often attributed to conventional teacher-centered methods, the research posits an alternative, student-activating approach. The adoption of a clear quantitative, quasi-experimental pretest-posttest control group design with a sample of 52 students demonstrates a well-structured methodological approach to investigating this pedagogical intervention. The research effectively highlights a significant improvement in concept understanding within the experimental class when compared to the control group, a finding robustly supported by an independent t-test analysis of concept understanding test data. This result strongly validates the premise that structured cognitive learning strategies, particularly when augmented by interactive digital media like Wordwall, can substantially enhance students' grasp of science concepts. The study thus provides empirical evidence that contributes significantly to the discourse on effective, student-centered pedagogies in elementary science education. While the abstract provides a strong overview of the study's impact, a more detailed elucidation of the individual components of the "MURDER" strategy and the specific ways Wordwall media was integrated within each stage would be beneficial for replication and deeper pedagogical insight. Furthermore, while "IPAS" is mentioned, specifying the particular science concepts targeted and elaborating on the psychometric properties of the concept understanding test would strengthen the external validity and generalizability of the findings. Future research could explore the long-term retention benefits of this strategy or its efficacy across diverse educational settings and subject areas.

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