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All Journal ELEMENTARY : Jurnal Inovasi Pendidikan Dasar EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan
Muhammad Khairul Wazni
Program Studi Pendidikan Dasar, Program Magister, Universitas Hamzanwadi
Education Other

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PENGARUH PENGGUNAAN MEDIA VCD DAN MIKROSKOP TERHADAP PENINGKATAN MOTIVASI DAN PRESTASI BELAJAR BIOLOGI SISWA SMP Muh. Salman Al Wathoni; Muhammad Khairul Wazni; Marhamah Marhamah
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v5i4.15098

Abstract

ABSTRACT The differences in how students interact with biology content become an important consideration when instructional media are used to foster both engagement and learning achievement. This study examined differences in learning motivation and achievement between learning with VCD and microscope media, as well as the relationship between motivation and learning achievement. Ninth-grade students from SMP Negeri 1 Kediri and SMP Negeri 2 Kediri, West Lombok, participated in the study using a posttest-only design. Data were collected through a 30-item achievement test and a 30-item motivation questionnaire, then analyzed using the Independent Samples t-Test, product-moment correlation, and ANOVA with SPSS 11.50 at α=0.05. The VCD group obtained a mean motivation score of 113.16, higher than the microscope group’s score of 109.60, with a significant difference (p=0.00). A similar pattern was observed for learning achievement, with mean scores of 21.98 and 21.03, respectively (p=0.00). Motivation was also positively correlated with learning achievement (r=0.531; p=0.00), while the ANOVA yielded a significance value of 0.00. These findings position media selection as part of learning experience design rather than merely a technical choice. VCD produced higher outcomes in the context of this study, while the use of instructional media should remain aligned with the characteristics of the content and learning activities. Future research may involve broader populations and employ designs that allow changes in learning outcomes to be examined more comprehensively. ABSTRAK Perbedaan cara siswa berinteraksi dengan materi biologi menjadi pertimbangan penting ketika media pembelajaran digunakan untuk membangun keterlibatan sekaligus pencapaian belajar. Penelitian ini menelaah perbedaan motivasi dan prestasi belajar pada pembelajaran menggunakan VCD dan mikroskop, serta keterkaitan motivasi dengan prestasi belajar. Siswa kelas IX SMP Negeri 1 Kediri dan SMP Negeri 2 Kediri Lombok Barat mengikuti pembelajaran dalam rancangan posttest-only. Data diperoleh melalui tes prestasi berjumlah 30 soal dan angket motivasi sebanyak 30 item, kemudian dianalisis menggunakan Independent Sample t-Test, korelasi product moment, dan ANOVA dengan SPSS 11.50 pada α=0,05. Kelompok VCD memperoleh rata-rata motivasi 113,16, lebih tinggi daripada kelompok mikroskop sebesar 109,60, dengan perbedaan signifikan (p=0,00). Pola serupa tampak pada prestasi belajar, masing-masing 21,98 dan 21,03 (p=0,00). Motivasi juga berkorelasi positif dengan prestasi belajar (r=0,531; p=0,00), sedangkan hasil ANOVA menunjukkan signifikansi 0,00. Temuan ini menempatkan pemilihan media sebagai bagian dari perancangan pengalaman belajar, bukan sekadar pilihan teknis. VCD menunjukkan capaian yang lebih tinggi dalam konteks penelitian ini, sementara pemanfaatan media tetap perlu disesuaikan dengan karakter materi dan aktivitas belajar. Penelitian lanjutan dapat memperluas populasi dan menggunakan rancangan yang memungkinkan perubahan capaian diamati secara lebih komprehensif.
PERBANDINGAN EFEKTIVITAS PEMBELAJARAN BERBASIS PROYEK DAN PEMBELAJARAN BERBASIS MASALAH TERHADAP KREATIVITAS DAN KEMAMPUAN BERPIKIR KRITIS SISWA DALAM PEMBELAJARAN IPAS DI SEKOLAH DASAR Rohmiyati Jalilah; Muhammad Khairul Wazni; Sri Supiyati
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v5i4.15250

Abstract

ABSTRACT Elementary IPAS learning is expected not only to promote conceptual understanding but also to develop students’ creativity and critical thinking through active and contextual learning experiences. This study aimed to compare students’ creativity and critical thinking after participating in Project-Based Learning (PjBL) and Problem-Based Learning (PBL), as well as to examine differences between the two outcomes simultaneously. The study employed a quasi-experimental approach with a static-group comparison design involving fifth-grade students at SD Negeri 1 Terara during the second semester of the 2025/2026 academic year. From a population of 70 students, the final data analyzed comprised 65 students, with 35 students in the PjBL group and 30 students in the PBL group. Creativity was measured using a Likert-scale questionnaire, while critical thinking was assessed using an instrument based on critical-thinking indicators. Data were analyzed using descriptive statistics, normality and homogeneity tests, independent-samples t-tests, and MANOVA with SPSS 26. The results showed that the mean creativity score was higher in the PjBL group than in the PBL group (81.69 vs. 79.17), but the difference was not significant (p = 0.084). Conversely, the mean critical-thinking score was slightly higher in the PBL group than in the PjBL group (79.40 vs. 78.91), but the difference was also not significant (p = 0.769). Simultaneously, MANOVA indicated no significant multivariate difference (Pillai’s Trace = 0.050; F(2,62) = 1.636; p = 0.203). These findings indicate that both models produced relatively comparable outcomes in creativity and critical thinking within the research context. ABSTRAK Pembelajaran IPAS di sekolah dasar dituntut tidak hanya menghasilkan penguasaan konsep, tetapi juga mengembangkan kreativitas dan kemampuan berpikir kritis melalui pengalaman belajar yang aktif dan kontekstual. Penelitian ini bertujuan membandingkan kreativitas dan kemampuan berpikir kritis siswa setelah mengikuti pembelajaran Project-Based Learning (PjBL) dan Problem-Based Learning (PBL), serta menguji perbedaan kedua outcome secara simultan. Penelitian menggunakan eksperimen semu dengan rancangan static-group comparison pada siswa kelas V SD Negeri 1 Terara semester genap Tahun Pelajaran 2025/2026. Dari populasi 70 siswa, data akhir yang dianalisis berjumlah 65 siswa, terdiri atas 35 siswa kelompok PjBL dan 30 siswa kelompok PBL. Kreativitas diukur menggunakan angket skala Likert, sedangkan kemampuan berpikir kritis diukur menggunakan instrumen penilaian berdasarkan indikator kemampuan berpikir kritis. Data dianalisis menggunakan statistik deskriptif, uji normalitas, homogenitas, independent-samples t-test, dan MANOVA dengan SPSS 26. Hasil menunjukkan bahwa rerata kreativitas kelompok PjBL lebih tinggi daripada PBL (81,69 vs. 79,17), tetapi tidak signifikan (p=0,084). Sebaliknya, rerata berpikir kritis PBL sedikit lebih tinggi daripada PjBL (79,40 vs. 78,91), tetapi juga tidak signifikan (p=0,769). Secara simultan, MANOVA menunjukkan tidak terdapat perbedaan multivariat yang signifikan (Pillai’s Trace=0,050; F(2,62)=1,636; p=0,203). Temuan menunjukkan bahwa kedua model menghasilkan capaian yang relatif sebanding pada kreativitas dan berpikir kritis dalam konteks penelitian.
Co-Authors Marhamah Marhamah Muh. Salman Al Wathoni Rohmiyati Jalilah Sri Supiyati