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All Journal International Journal of Elementary Education Widya Accarya
Nyoman Lisna Handayani
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Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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The Effect of PjBL Assisted by Mentimeter Media on Learning Outcomes of Geometry Material I Putu Suardipa; Nyoman Lisna Handayani; I Komang Wahyu Wiguna; Made Ferry Kurniawan
International Journal of Elementary Education Vol 9 No 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v1i1.94549

Abstract

The low mathematics learning outcomes among elementary school students, particularly in the topic of decimal numbers, are caused by a lack of active student engagement, limited variation in teaching methods, and minimal integration of technology in the learning process. The aim of this study is to analyze the effectiveness of the Project-Based Learning (PjBL) model assisted by the digital media Mentimeter in improving elementary students' mathematics learning outcomes on the topic of decimal numbers. This research employed a quasi-experimental method with a pre-test post-test control group design, involving 186 fourth-grade elementary school students. The sample was selected through random sampling, with Class IV A as the experimental group (27 students) and Class IV B as the control group (15 students). Data were collected through observation, interviews, tests, and documentation. A t-test was used to analyze the data. The t-test results showed that among the 32 tested students, the tvalue was 7.074 and the ttable was 1.683, indicating that the null hypothesis (Ho) was rejected and the alternative hypothesis (H1) was accepted, revealing a significant difference between the two groups. This study implies the importance of integrating project-based learning models with the support of interactive digital media such as Mentimeter to create a more engaging, participatory, and meaningful learning experience for elementary school students, especially in mathematics education.
Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Hasil Belajar IPAS di Tinjau dari Motivasi Belajar Siswa Kelas V SD Kadek Erlin Dwi Cahayanita; Putu Sanjaya; Nyoman Lisna Handayani
Widya Accarya Vol. 17 No. 1 (2026): Widya Accarya
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Dwijendra

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Abstract

Penelitian ini bertujuan untuk: (1) menganalisis perbedaan hasil belajar IPAS antara siswa yang mengikuti model pembelajaran inkuiri terbimbing dan pembelajaran konvensional, (2) menguji pengaruh interaksi antara model pembelajaran dan motivasi belajar terhadap hasil belajar, (3) menganalisis perbedaan hasil belajar pada siswa bermotivasi tinggi, dan (4) pada siswa bermotivasi rendah, berdasarkan model pembelajaran yang digunakan. Subjek penelitian adalah siswa kelas V SD Gugus VI Sutasoma, Kecamatan Kubutambahan, Kabupaten Buleleng. Desain penelitian menggunakan kuasi-eksperimen dengan pendekatan faktorial 2×2. Hasil analisis menunjukkan: (1) terdapat perbedaan signifikan hasil belajar IPAS antara kelompok inkuiri terbimbing dan kelompok konvensional, (2) terdapat interaksi signifikan antara model pembelajaran dan motivasi belajar terhadap hasil belajar, (3) siswa bermotivasi tinggi yang mengikuti inkuiri terbimbing memperoleh skor lebih tinggi secara signifikan dibanding kelompok konvensional, dengan selisih rata-rata 12,824 poin (p < 0,001), dan (4) siswa bermotivasi rendah yang mengikuti inkuiri terbimbing juga menunjukkan peningkatan hasil belajar secara signifikan dibanding kelompok konvensional, dengan selisih rata-rata 1,588 poin (p < 0,001). Temuan ini menunjukkan bahwa model pembelajaran inkuiri terbimbing efektif meningkatkan hasil belajar IPAS, baik pada siswa dengan motivasi tinggi maupun rendah.
Co-Authors I Komang Wahyu Wiguna I Putu Suardipa Kadek Erlin Dwi Cahayanita Made Ferry Kurniawan Putu Sanjaya