<![CDATA[This study was motivated by the low level of student engagement in science learning, which was still dominated by conventional teaching methods, resulting in suboptimal learning outcomes on the water cycle topic among elementary school students. The purpose of this study was to analyze the effectiveness of the Challenge Based Learning (CBL) model on the learning outcomes of fifth-grade students at SDN Nologaten, Ponorogo District. This research employed a quantitative approach using a Control Group Pretest–Posttest design. The sample consisted of 50 students, including 25 students in the experimental class and 25 students in the control class. Data were collected through a multiple-choice learning achievement test that had been validated and proven reliable. The data were analyzed using normality, homogeneity, and Independent Sample T-test with the assistance of SPSS version 25. The findings revealed that the average posttest score of the experimental class was 87.44, while the control class obtained an average score of 71.12. The hypothesis test showed a significance value of 0.000 (<0.05), indicating a statistically significant difference in learning outcomes between the experimental and control groups. These findings demonstrate that the implementation of the Challenge Based Learning model is effective in improving students’ learning outcomes on the water cycle topic. The study implies that CBL can serve as an alternative instructional model for elementary science education because it promotes active participation, collaboration, problem-solving skills, and a deeper conceptual understanding compared with conventional learning methods, thereby supporting more meaningful and effective classroom learning experiences for elementary school students.]]>
Copyrights © 2026
