Pengaruh Model Problem-Based Learning Berbantuan Papan Multifungsi Terhadap Hasil Belajar Matematika Siswa Kelas V SDN 24 Ampenan - Zuraida, Aida; Nurhasanah, Nurhasanah; Hidayati, Vivi Rachmatul (Lembaga Penelitian dan Pemberdayaan Masyarakat, 2025)
Tujuan dari penelitian ini untuk menganalisis pengaruh penerapan model PBL berbantuan papan multifungsi terhadap hasil belajar matematika siswa kelas V SDN 24 Ampenan. Latar belakang penelitian ini didasarkan pada fenomena faktual yang ditemukan di lapangan dimana pembelajaran matematika di kelas V SDN 24. Pembelajaran matematika berlangsung satu arah dengan guru sebagai pusat pemberi informasi aktif, sedangkan siswa cenderung pasif menyimak. Hal ini berdampak pada rendahnya hasil belajar matematika siswa. Penelitian ini menggunaka desain quasi eksperimen dengan tipe Nonequivalent Control Group Design dan teknik sampling non probabilitiy. Variabel bebas penelitian yaitu penerapan PBL berbantuan papan multifungsi, sedangkan variabel terikat yaitu hasil belajar matematika siswa. Data hasil belajar matematika siswa diperoleh dari hasil pretest dan posttest. Pengujian hipotesis dalam penelitian ini menggunakan uji Independent Sample t-test. Hasil uji hipotesis didapatkan sig. (2-tailed) = <0,001 < 0,05 dengan nilai rata-rata posttest kelas eksperimen lebih tinggi. Hasil uji N-gain sebesar 0,47 mengindikasikan pengaruh sedang. Berdasarkan hasi uji hipotesis dan uji N-gain dapat disimpulkan bahwa terdapat pengaruh signifikan model Problem-Based Learning berbantuan papan multifungsi terhadap hasil belajar matematika siswa kelas V SDN 24 Ampenan. The Effect Of The Problem-Based Learning Model Used By A Multifungsional Board On The Mathematics Learning Outcomes Of Grade V Students Of Sdn 24 Ampenan The purpose of this study was to analyze the effect of implementing the Problem-Based Learning model assisted by a multifuncional board on the mathematics learning outcomes of fifth-grade students at SDN 24 Ampenan. The Background of this research is based on factual condition observased in the classroom, where mathematics learning in Grade V predominanty conducted using a one-way instructional approach, with the teacher serving as the primary source of information while student tend to remain passive. This situation contributes to the low mathematics learning outcomes among students. This study employed a quasi-experimental design with a noneequivalent control design and used a non-probability sampling technique. The independent variable was the implementation of PBL assisted by a multifunctional board, while the dependent variable was student’s mathematics learning outcomes. The data were obtained from pretest and posttest scrore. The hypothesis was tested using an independent sample t-test. The results showed a significants, with the experimental class achieving a higher mean posttest scrore. The N-gain analysis yielded a score 0f 0.47, which indicates a moderate effect. Based on the results of the hypothesis test and N-gain analysis, it can be concluded that the Problem-Based Learning model assisted by a multifunction board has asignificants at SDN 24 Ampenan.