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Simamora, Aprido
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Pengaruh Model Problem Based Learning Terhadap Kemampuan Berpikir Kritis Siswa Pada Materi Ekosistem KELAS V Sihombing, Gunawan Efendi; Simamora, Aprido; Sitio, Hetdy
Jurnal Ilmu Pendidikan dan Sosial Vol. 4 No. 4 (2026): Januari
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v4i4.1189

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model Problem Based Learning terhadap kemampuan berpikir kritis siswa pada materi ekosistem kelas V SD Negeri 091544 Pardomuan. Populasi dan sampel dalam penelitian ini mencakup seluruh siswa kelas V yang berjumlah 20 siswa. Penelitian ini bersifat kuantitatif dan termasuk dalam jenis penelitian pra-eksperimen dengan rancangan penelitian One Group Design Pretest - Posttest. Peneliti menggunakan instrumen berupa 5 butir soal uraian yang berkaitan dengan materi Ekosistem. Instrumen ini digunakan untuk menilai pengaruh model problem based learning terhadap kemampuan berpikir kritis siswa kelas V pada pembelajaran IPAS, maka data dikumpulkan melalui observasi, tes dan dokumentasi. Setelah data penelitian terkumpul, dilakukan analisis menggunakan Indeks Aiken’s V, Uji N- Gain, Uji Normalitas, Uji Homogenitas, dan Uji Hipotesis.Analisa N-Gain menunjukkan bahwa nilai hasil perhitungan gain kelas eksperimen diperoleh rata - rata pretest sebesar 31,75 dan rata - rata posttest sebesar 81,25. Sehingga diperoleh gain 0,73 Artinya, kelas eksperimen mengalami peningkatan hasil kemampuan berpikir kritis dengan kategori sangat tinggi (g) ≥ 0,7. Hal tersebut dibuktikan juga dengan uji hipotesis diperoleh sig 0,000 < 0,05 maka Ho ditolak Ha diterima. Berdasarkan hasil tersebut dapat disimpulkan bahwa terdapat pengaruh model problem based learning terhadap kemampuan berpikir kritis siswa pada materi ekosistem kelas V SD Negeri 091544 Pardomuan tahun ajaran 2025/2026
The Effect of Contextual Learning Model on Students' Learning Outcomes in Science Subjects In Grade III Siahaan, Bethesda Angela; Panjaitan, Muktar B; Simamora, Aprido
Jurnal Ilmu Sosial dan Humaniora Vol. 4 No. 1 (2026): Januari
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/isihumor.v4i1.1486

Abstract

This study aims to determine the effect of using the contextual learning model on the learning outcomes of Natural and Social Sciences (IPAS) students in Grade III at UPTD SD Negeri 122399 Jl. Mawar Pematangsiantar. The research instrument consisted of cognitive test items that had undergone validity and reliability tests, resulting in 20 valid and reliable items with a high reliability coefficient of 0.885. These test items demonstrated good discriminative power and an appropriate difficulty level for third-grade elementary students. Data were collected through pretests and posttests administered before and after the treatment using the contextual learning model. The pretest results showed an average student score of 44.4, with 23 students not meeting the Learning Achievement Criteria (KKTP), while the posttest showed a significant increase with an average score of 79.6 and 23 students declared passing. Data analysis using the Shapiro-Wilk normality test revealed a normal distribution, and hypothesis testing yielded a significance value of 0.00 (p < 0.05) with tcount > ttable. Therefore, it can be concluded that there is a significant effect of using the contextual learning model on IPAS learning outcomes. Observational results support these findings by indicating increased student engagement and interest during the learning process. Overall, this study concludes that the contextual learning model positively contributes to the improvement of IPAS learning outcomes for Grade III students at the schoo
The Effectiveness of Problem Based Learning Model on Understanding Concepts and Science Process Skills As Implementation Independent Curriculum Manalu, Andriono; Simamora, Aprido; Purba, Ika Damayanti; Sinaga, Novita
Jurnal Ilmu Sosial dan Humaniora Vol. 4 No. 2 (2026): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/isihumor.v4i2.1679

Abstract

Learning outcomes in the science subjects emphasize the competencies of conceptual understanding and process skills. Learning outcomes in science, especially physics, are essentially related to how to systematically find out about nature, so that science is not only the mastery of a body of knowledge in the form of facts, concepts, or principles but also a process of discovery through investigation or experimentation. Investigation or experimentation can train students to acquire scientific process skills. In addition to developing scientific process skills, physics learning is expected to encourage students to become active learners and think critically in analyzing and applying concepts to solve problems in everyday life. Related to the above problem, there is a need for a model that orients learning to real problems that can create student involvement in the teaching and learning process to cultivate, develop scientific process skills and foster conceptual understanding in solving students' problems. Getting used to scientific work is expected to foster habits of thinking and acting that reflect students' mastery of scientific knowledge, skills, and attitudes, so that the learning model will automatically result in increased scientific knowledge, skills, and attitudes of students as a result of learning. The characteristics of the model above are in the Problem-Based Learning Model. One characteristic of problem-based learning is that the problems presented are expected to have no single answer or single solution. This provides a very broad opportunity for students to explore their potential. Students have the freedom according to their nature in different or differentiated ways. Differentiated learning is creating a diverse class by providing opportunities to acquire content, process an idea and improve the results of each student, so that students can learn more effectively. By using the Problem Based Learning model integrated with differentiated learning, it is hoped that it can facilitate students in expressing their freedom in learning. The output to be achieved is publication in a SINTA-accredited journal, which can be cited by other researchers
Co-Authors Manalu, Andriono PANJAITAN, MUKTAR B Purba, Ika Damayanti Siahaan, Bethesda Angela Sihombing, Gunawan Efendi Sinaga, Novita Sitio, Hetdy