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All Journal Briliant: Jurnal Riset dan Konseptual Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) SAP (Susunan Artikel Pendidikan)
Pradika Adi Wijayanto
Universitas Negeri Semarang
Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Languange, Linguistic, Communication & Media Other

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Efektivitas Model Pembelajaran PjBL Berbantu Media Scrapbook terhadap Keterampilan Kolaborasi dan Hasil Belajar Kognitif Siswa Silvi Nur Isnaini; Pradika Adi Wijayanto
SAP (Susunan Artikel Pendidikan) Vol. 10 No. 3 (2026): SAP
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/sap.v10i03.401

Abstract

This study aims to determine the effectiveness of the Project Based Learning (PjBL) model assisted by scrapbook media in improving collaboration skills and cognitive learning outcomes of seventh-grade students in Social Studies at SMP Negeri 1 Boja. The research employed a quantitative approach using a Quasi-Experimental method with a Nonequivalent Control Group Design. The sample consisted of class VII C as the experimental group and class VII E as the control group, selected through purposive sampling. Data were collected through tests (pretest and posttest) to measure cognitive learning outcomes and observation sheets to assess collaboration skills. Data analysis employed descriptive percentage analysis for students’ collaboration skills and an independent sample t-test for cognitive learning outcomes. The results showed that the average posttest score of the experimental class was 81.33, higher than the control class at 66.66, with a significance value of 0.000 (< 0.05), indicating a significant difference between the two classes. The collaboration skills of the experimental class also fell into the good to very good categories, with 52% of students categorized as very good and 48% as good, particularly on indicators of active participation, teamwork, and fair task distribution. Thus, the PjBL model assisted by scrapbook media is proven effective in enhancing students’ collaboration skills and cognitive learning outcomes..
Efektivitas Model PBL Berbantu Media Maket Simulasi Gunung Meletus Berbasis Tradisi Labuhan Merapi untuk Meningkatkan Kesiapsiagaan Bencana SMA Muhammad Hanif Tsabit; Pradika Adi Wijayanto
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i2.4137

Abstract

Penelitian ini bertujuan untuk mengkaji efektivitas penerapan model Problem Based Learning (PBL) yang didukung oleh media maket simulasi letusan gunung berapi berbasis kearifan lokal Tradisi Labuhan Merapi dalam meningkatkan kesiapsiagaan bencana pada siswa SMA. Metode yang digunakan adalah pendekatan kuantitatif dengan rancangan one group pretest-posttest. Subjek penelitian terdiri dari siswa kelas XI yang dipilih melalui teknik purposive sampling. Pengumpulan data dilakukan dengan menggunakan instrumen tes, kemudian dianalisis dengan membandingkan hasil pretest dan posttest. Hasil penelitian memperlihatkan adanya peningkatan kesiapsiagaan siswa secara signifikan setelah penerapan model pembelajaran tersebut. Hal ini terlihat dari kenaikan rata-rata nilai posttest dibandingkan dengan pretest, serta peningkatan pada aspek pengetahuan, sikap, dan keterampilan. Penerapan model PBL mampu mendorong partisipasi aktif siswa dalam menyelesaikan permasalahan terkait kebencanaan, sementara penggunaan media maket membantu memberikan gambaran konkret mengenai proses erupsi. Selain itu, pengintegrasian kearifan lokal memberikan pemahaman yang lebih kontekstual sehingga memperkuat kesadaran siswa terhadap upaya mitigasi bencana. Berdasarkan hasil tersebut, dapat disimpulkan bahwa model pembelajaran berbasis masalah yang dikombinasikan dengan media simulasi serta kearifan lokal terbukti efektif dalam meningkatkan kesiapsiagaan bencana siswa. Untuk penelitian selanjutnya, disarankan agar melibatkan kelompok kontrol, memperluas jumlah sampel, serta mengembangkan media pembelajaran berbasis teknologi digital guna memperoleh hasil yang lebih menyeluruh.
EFEKTIVITAS MODEL PROBLEM SOLVING DENGAN MEDIA AUGMENTED REALITY UNTUK MENINGKATKATKAN KEMAMPUAN BERPIKIR KRITIS DAN MOTIVASI BELAJAR GEOGRAFI Ulfi Munasyaroh; Pradika Adi Wijayanto; Sriyanto Sriyanto; Andi Irwan Benardi
BRILIANT: Jurnal Riset dan Konseptual Vol 11 No 1 (2026): Volume 11 Nomor 1, Februari 2026
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/briliant.v11i1.2320

Abstract

Critical thinking skills are essential for students not only to understand the material but also to solve everyday problems based on their knowledge. These critical thinking skills can be further developed when teachers create a learning environment that supports students in honing their critical thinking abilities, especially in learning geography. Student self-motivation is also a crucial aspect of successful learning. The integration of digitalization in education should be maximally utilized to enhance students' motivation and interest in learning geography. Augmented reality (AR) is one of the alternative digital technologies that can be used as a learning media. This study employed a quantitative approach with a quasi-experimental design using a pretest-posttest control group model. Data collection techniques included observation to assess the geography learning conditions at the research site, tests to measure students' critical thinking skills, questionnaires to determine students' motivation levels, and documentation. Data analysis techniques used were normality test, homogeneity test, N-Gain test, and descriptive percentage analysis. The results indicated that the model and media used were less effective in improving critical thinking skills, as evidenced by a low average N-Gain score of 0.0392 in the experimental class. Meanwhile, student learning motivation increased slightly by 0.33%, from 72.74% to 73.07%, which is categorized as high motivation.
Co-Authors Andi Irwan Benardi, Andi Irwan Muhammad Hanif Tsabit Silvi Nur Isnaini Sriyanto, Sriyanto Ulfi Munasyaroh