Ningrum Fadillah Yuniadi, Ika Evitasari Aris, Maulina Rahayu

PENGARUH MEDIA DIORAMA EKOSISTEM TERHADAP HASIL BELAJAR IPAS KELAS IV DI SD NEGERI 6 BUMI NABUNG ILIR

Introduction

Pengaruh media diorama ekosistem terhadap hasil belajar ipas kelas iv di sd negeri 6 bumi nabung ilir. Kaji pengaruh media diorama ekosistem terhadap hasil belajar IPAS siswa kelas IV SD. Studi ini menunjukkan peningkatan signifikan pemahaman konsep & motivasi belajar dengan diorama.

Abstract

This study aims to examine the effect of ecosystem diorama media on the learning outcomes of fourth-grade students in Natural and Social Sciences (IPAS) at SD Negeri 6 Bumi Nabung Ilir. The research problem arose from low student achievement due to the dominance of verbal methods and limited media variation. A quantitative approach with a One Group Pretest-Posttest design was employed. The sample consisted of 22 students, with multiple-choice tests administered before and after learning using diorama media. Data were analyzed using descriptive statistics, normality test, homogeneity test, and paired sample t-test. The results showed a significant increase in learning outcomes, with the average score rising from 47.27 (pretest) to 84.55 (posttest). Students in the high category reached 50%, medium 45.45%, and low 4.55%. The t-test confirmed a significant effect of diorama media. It is concluded that ecosystem dioramas effectively improve concept understanding and student motivation in IPAS learning.

Review

This study addresses a pertinent issue in elementary education: the low learning outcomes in Natural and Social Sciences (IPAS) often stemming from traditional teaching methods and limited instructional media. The authors clearly aimed to investigate the impact of ecosystem diorama media on fourth-grade students' IPAS learning outcomes, employing a well-defined quantitative approach with a One Group Pretest-Posttest design. The objective is precise, and the chosen methodology is appropriate for establishing an initial effect of the intervention. The abstract effectively highlights a statistically significant positive outcome, indicating that the diorama media successfully tackled the identified problem of low achievement and engagement. The results presented are compelling, demonstrating a substantial improvement in student learning outcomes. The increase in the average score from 47.27 (pretest) to 84.55 (posttest) is noteworthy, as is the significant shift in student performance categories, with a substantial majority moving into high (50%) and medium (45.45%) achievement levels. The statistical confirmation via the paired sample t-test strongly supports the conclusion that the ecosystem diorama media had a significant positive effect on concept understanding and student motivation. This finding underscores the potential of visual and hands-on learning tools to enhance conceptual grasp and engagement, particularly in subjects like IPAS where abstract concepts benefit greatly from concrete, interactive representations. While the findings are promising and offer valuable insights, a few considerations for deeper exploration in the full paper, or as avenues for future research, could be highlighted. The One Group Pretest-Posttest design, while effective for demonstrating change within the group, inherently has limitations in fully controlling for external variables that might influence learning gains, which a control group could address. Furthermore, the relatively small sample size of 22 students from a single school might limit the generalizability of these findings to broader educational contexts. Future studies could benefit from larger, more diverse samples and the inclusion of a control group to strengthen causal inferences. Exploring the specific elements of the diorama that contributed most to motivation and understanding, perhaps through qualitative methods, would also provide richer insights into the mechanisms of its effectiveness.

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