Peningkatan Hasil Belajar IPAS Melalui Model Pembelajaran Problem Based Learning (PBL) Siswa Sekolah Dasar

Authors

  • Wahyu Sugiyarto Sekolah Dasar Islam Terpadu Izzatul Islam Getasan

DOI:

https://doi.org/10.29408/hijase.v1i1.25669

Keywords:

Hasil Belajar, IPAS, Problem Based Learning

Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar IPAS materi pengaruh kalor terhadap perubahan wujud benda melalui penggunaan metode pembelajaran Problem Based Learning (PBL). Penelitian yang dilakukan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam 2 tahap atau siklus. Masing-masing tahap terdiri atas perencanaa, pelaksanaan, observasi, dan reflekti. Subjek penelitian adalah siswa kelas 6D yang berjumlah 24 siswa dengan jenis kelamin laki-laki. Teknik pengumpulan data yang digunakan adalah tes dan observasi. Teknik analisis data menggunakan analisis deskriptif kualitatif dan kuantitatif. Hasil analisis data menunjukkan dari 24 siswa pada tahap prasiklus hanya 10 peserta atau 42% yang tuntas belajarnya. Setelah dilakukan intervensi pada siklus 1, sebanyak 20 siswa atau 83% mengalami ketuntasan belajar. Kemudian pada Siklus 2 mengalami kenaikan capaian ketuntasan menjadi 24 siswa atau 100%. Dengan demikian dapat disimpulkan bahwa hasil belajar IPAS materi pangaruh kalor terhadap perubahan wujud benda pada siswa kelas 5 Sekolah Dasar dapat ditingkatkan melalui penggunaan metode pembelajaran Problem Based Learning (PBL).

Downloads

Published

2024-02-10

How to Cite

Sugiyarto, W. (2024). Peningkatan Hasil Belajar IPAS Melalui Model Pembelajaran Problem Based Learning (PBL) Siswa Sekolah Dasar. Hamzanwadi Journal of Science Education, 1(1), 45–52. https://doi.org/10.29408/hijase.v1i1.25669

Issue

Vol. 1 No. 1 (2024): Hamzanwadi Journal of Science Education

Section

Articles

License

Copyright (c) 2024 Wahyu Sugiyarto

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish articles in Hamzanwadi Journal of Science Education must comply with the following conditions:

  1. The author retains the copyright and grants the journal first publication rights. The work is licensed simultaneously under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) license, which allows others to share the work to acknowledge the work's authorship and initial publication in this journal.
  2. Authors may make additional separate contractual arrangements for the non-exclusive distribution of the published journal version of the work (for example, posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (for example, in institutional repositories or on their websites) before and during the submission process, as this can result in a productive exchange and earlier and larger citations of the published work.

Hamzanwadi Journal of Science Education provides open access to benefit anyone with valuable information and findings. All articles in this journal are the sole responsibility of the author. Hamzanwadi Journal of Science Education can be accessed and downloaded for free, following the creative commons license.

 Creative Commons License

Hamzanwadi Journal of Science Education is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License