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Abstract
The purpose of this research is to analyze the influence of science learning using the Problem Based Learning model assisted by animated video media on process skills and cognitive learning outcomes. The type of research used is quasi-experimental research employing The Matching Only Pretest-Posttest Control Group Design. The type of data used is quantitative data, specifically using question instruments and expert validation sheets. Based on the research results, it was found that the application of science learning using the Problem Based Learning model assisted by animated video media has a significant effect on process skills. This is indicated by the average posttest process skills score in the control class being 32.9. Meanwhile, the average posttest score in the experimental class is 85.75. The application of science learning using the Problem Based Learning model assisted by animated video media has a significant effect on cognitive learning outcomes. This is indicated by the average posttest cognitive learning outcomes score in the control class being 33. Meanwhile, the average posttest score in the experimental class is 86. There is no correlation between the aspect of process skills and cognitive learning outcomes.
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Copyright (c) 2025 Angela Permata Ayunani, Endang Widi Winarni, Abdul Muktadir
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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References
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References
Aldi, S., Ismail. (2023). Keterampilan Proses Sains Panduan Praktis Untuk Melatih Kemampuan Berpikir Tingkat Tinggi. Jawa Tengah : Eureka Media Aksara.
Andrasari, Ani Nurani., Haryanti, Yuyun Dwi., Yanto, Ari. (2022). Media Pembelajaran Video Animasi Berbasis Kinemaster bagi Guru SD. Transformasi Pendidikan di Era Super Smart Society 5.0” Oktober 2022.
Aryanti, Nur, Imelda., Rusnilawati. (2022). Model Blended Learning Berbantuan Video Animasi Meningkatkan Hasil Belajar IPA dan Sikap Kemandirian Siswa. Jurnal Edutech Undiksha. https://doi.org/10.23887/jeu.v10i2.53529.
Fithriyani, Ifith., Rostikawati, Teti., Mulyawati, Yuli. (2023). Pengaruh Model Problem Based Learning Berbantuan Media Video Animasi Terhadap Hasil Belajar IPAS. Jurnal Sains dan Teknologi. DOI: https://doi.org/10.55338/saintek.v5i2.1734.
Harmelia., Dwujita, Puspa. (2022). Pengaruh Model Problem Based Learning (PBL) terhadap Kemampuan Membangun Sikap Mandiri dan Hasil Belajar Siswa Pada Mata Pelajaran PKn Kelas IV SD Negeri 75 Kota Bengkulu. Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar. https://ejournalunib.ac.id/index.php/dikdas/index doi: http://dx.doi.org/10.33369Hal346–354.
Janah, Mely Cholifatul., Widodo, Antonius Tri., dan Kasmui. (2018). Pengaruh Model Based Learning terhadap Hasil Belajar dan Keterampilan Proses Sains. Jurnal Inovasi Pendidikan Kimia, Vol 12, No. 1, 2018.
Kumala, F. N. (2016). Pembelajaran IPA Sekolah Dasar. Malang : Ediide Infografika.
Kurniawan, A., Febrianti, A. N., & Hardianti, T. (2022). Evaluasi Pembelajaran. In Remaja Rosdadakarya.
Manasikana, O. A. dkk., (2022). Model Pembelajaran Inovatif dan Rancangan Pembelajaran Untuk Guru IPA SMP. Jawa Timur : LPPM UNHASY Tebuireng Jombang.
Nawati, A., Yulia, Y., & Khosiyono, H. B. C. (2023). Pengaruh Pembelajaran Berdiferensiasi Model Problem Based Learning Terhadap Hasil Belajar IPA Pada Peserta didik Sekolah Dasar. Pendas : Jurnal Ilmiah Pendidikan Dasar, 8(1), 6167–6180.
Pagarra, H. Syawaluddin, A., Krismanto, W., Sayidiman. (2022). Media Pembelajaran. Makassar : Badan Penerbit UNM.