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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Algebra : Jurnal Pendidikan Sosial dan Sains
Khoimatun
Universitas Darul Ma’arif
Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other

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PROJECT-BASED LEARNING WITH POP-UP BOOKS: IMPACT ON WRITING AND LEARNING OUTCOMES Shafwah Nabila; Dede Hadiansah; Khoimatun
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 5 No. 4 (2025): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/wxb0rm11

Abstract

This research is motivated by the low learning outcomes of students in Indonesian language learning, particularly in writing short stories. Several factors contribute to this issue, including students’ limited understanding of short story writing, their lack of comprehension of intrinsic story elements, and their low writing skills. The purpose of this study is to examine the effect of the Project-Based Learning (PBL) model using pop-up book media on students’ short story writing skills and learning outcomes. The research employed a quasi-experimental method with a Non-Equivalent Control Group Design. The sample consisted of two classes: Class IV A as the experimental class, which received instruction through the PBL model and pop-up book media, and Class IV B as the control class, which received conventional instruction. Data collection techniques included a short story writing test and a learning achievement test in the form of multiple-choice and essay items. The results showed that the average score of short story writing skills in the experimental class increased from a pre-test score of 64.8 to a post-test score of 82.4, while the control class increased from 63.2 to 71.5. Regarding learning outcomes, the average post-test score of the experimental class was 84.6, compared to 73.8 in the control class. A t-test indicated that there was a significant difference between the experimental and control classes, both in short story writing skills and in learning outcomes. Thus, the use of the Project-Based Learning model assisted by pop-up book media was proven to effectively improve the short story writing skills and learning outcomes of fourth-grade elementary school students
PENGARUH MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP HASIL BELAJAR DAN MOTIVASI SISWA KELAS V SD Dede Jiyatul Islamiyah; Kiki Fatkhiyani; Khoimatun
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Released
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.19040

Abstract

This study aims to test the effect of the Contextual Teaching and Learning (CTL) learning model on the learning outcomes of 5th grade students and the effect of the Contextual Teaching and Learning (CTL) learning models on the learning motivation of 5th grade students, as well as to test the improvement in science learning outcomes after using the Contextual Teaching and Learning (CTL) learning model. This study uses an experimental method with a True Experimental design using Pretest-Posttest Control Group Design. The population of this study was all students of UPTD SDN 1 Kapringan. By using a sampling technique, class 5-A was determined to be the experimental group of 31 students and class 5-B to be the control group of 30 students. Research data were collected through written tests and questionnaires. Based on the results of statistical calculations using the Mann-whitney test, the sig. (2-tailed) value was obtained = 0.005 <a value = 0.05. So, it can be stated that there is an effect of the Contextual Teaching and Learning (CTL) learning model on learning outcomes. Meanwhile, the sig. (2-tailed) value = 0,234 > a value = 0.05. Therefore, it can be stated that there is no influence of the Contextual Teaching and Learning (CTL) learning model on learning motivation. Therefore, there is no significant difference in learning motivation between students in the experimental class and the control class. In the statistical calculation of student learning outcomes using the N-Gain test, it was obtained that in the experimental class the average N-Gain value was 0.57, which is included in the moderate interpretation. Meanwhile, the average N-Gain value in the control class was 0.45, which is included in the moderate interpretation. Thus, there was a significant increase in the learning outcomes of science and science. Therefore, there was a significant increase in student learning outcomes.
Co-Authors Dede Hadiansah Dede Jiyatul Islamiyah Kiki Fatkhiyani Shafwah Nabila