Pengaruh Model Discovery Learning Berbantuan Powtoon terhadap Minat dan Hasil Belajar Siswa pada Materi Larutan Elektrolit dan Nonelektrolit - Utami, Aura Yandira; Jasmidi, Jasmidi (Lembaga Penelitian dan Pemberdayaan Masyarakat, 2026)
Penelitian ini bertujuan menganalisis perbedaan peningkatan minat belajar dan hasil belajar siswa yang mengikuti pembelajaran menggunakan model discovery learning berbantuan Powtoon dibandingkan dengan pembelajaran konvensional berbantuan Powtoon pada materi larutan elektrolit dan nonelektrolit. Selain itu, penelitian ini juga mengkaji hubungan antara minat belajar dengan hasil belajar siswa setelah proses pembelajaran berlangsung. Penelitian menerapkan metode kuasi eksperimen dengan rancangan pretest-posttest control group design. Populasi penelitian mencakup enam kelas XI di SMA Negeri 1 Percut Sei Tuan, dengan dua kelas yang dipilih melalui teknik cluster random sampling, yaitu kelas XI-Matlanko 1 sebagai kelas eksperimen dan XI-Matlanko 3 sebagai kelas kontrol, yang masing-masing terdiri atas 36 siswa. Pengumpulan data dilakukan menggunakan tes hasil belajar berbentuk objektif serta angket minat belajar. Analisis data meliputi uji normalitas, homogenitas, perhitungan N-Gain, independent sample t-test, dan korelasi Pearson. Hasil penelitian menunjukkan bahwa kelas eksperimen memperoleh peningkatan hasil belajar yang lebih tinggi (N-Gain = 0,84; kategori tinggi) dibandingkan kelas kontrol (N-Gain = 0,69; kategori sedang). Peningkatan minat belajar juga lebih besar pada kelas eksperimen (0,58) dibandingkan kelas kontrol (0,35), meskipun keduanya termasuk kategori sedang. Uji t mengonfirmasi adanya perbedaan yang signifikan pada peningkatan minat dan hasil belajar (sig. = 0,000 < 0,05). Analisis korelasi menunjukkan hubungan positif berkekuatan sedang antara minat dan hasil belajar (r = 0,406; R² = 0,164). Temuan ini menunjukkan bahwa penerapan model discovery learning berbantuan Powtoon lebih efektif dalam meningkatkan minat dan hasil belajar siswa dibandingkan pembelajaran konvensional berbantuan media yang sama. The Effect of Powtoon-Assisted Discovery Learning on Students’ Interest and Learning Outcomes in Electrolyte and Non-Electrolyte Solutions This study aimed to examine the differences in the improvement of students' learning interest and learning achievement between those taught using the Powtoon-assisted Discovery Learning model and those taught using conventional instruction supported by the same media on the topic of electrolyte and nonelectrolyte solutions. Additionally, the study investigated the relationship between students' learning interest and learning achievement following the instructional process. A quasi-experimental method employing a pretest-posttest control group design was adopted. The research population comprised six Grade XI classes at SMA Negeri 1 Percut Sei Tuan, from which two classes were selected through cluster random sampling. Class XI-Matlanko 1 served as the experimental group, while Class XI-Matlanko 3 functioned as the control group, with 36 students in each class. Data were collected using an objective achievement test and a learning interest questionnaire. The data were analyzed through normality and homogeneity tests, N-Gain analysis, an independent samples t-test, and Pearson correlation. The findings revealed that the experimental group achieved a higher learning achievement gain (N-Gain = 0.84, high category) than the control group (N-Gain = 0.69, moderate category). Likewise, the improvement in learning interest was greater in the experimental group (0.58) than in the control group (0.35), although both were categorized as moderate. The t-test indicated statistically significant differences in both learning achievement and learning interest (p < 0.05). Furthermore, Pearson correlation analysis demonstrated a moderate positive relationship between learning interest and learning achievement (r = 0.406; R² = 0.164). These findings suggest that, within the context of this study, the Powtoon-assisted Discovery Learning model is more effective than conventional instruction in enhancing students' learning interest and academic achievement.