Pengaruh Model Discovery Learning Berbantuan Media Smart Box terhadap Hasil Belajar Pendidikan Pancasila Siswa Sekolah Dasar
DOI:
https://doi.org/10.31004/anthor.v5i5.1395Keywords:
Discovery Learning, Smart Box, Hasil Belajar, Pendidikan Pancasila, Sekolah DasarAbstract
Pembelajaran Pendidikan Pancasila di kelas rendah memerlukan kegiatan yang membantu siswa memahami hubungan antara simbol, nilai, dan contoh perilaku dalam kehidupan sehari-hari. Penelitian ini bertujuan menganalisis perbedaan hasil belajar antara siswa yang mengikuti pembelajaran dengan model Discovery Learning berbantuan media Smart Box dan siswa yang mengikuti Direct Instruction. Penelitian menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen dan desain nonequivalent control group pretest-posttest. Subjek penelitian adalah 58 siswa kelas II UPT SD Negeri 2 BPR Ranau Tengah, Kabupaten OKU Selatan, yang terbagi menjadi kelompok eksperimen dan kelompok kontrol, masing-masing berjumlah 29 siswa. Data diperoleh melalui tes awal dan tes akhir, kemudian dianalisis menggunakan statistik deskriptif, normalized gain (N-Gain), uji prasyarat, dan Independent Samples t-Test. Hasil penelitian menunjukkan bahwa peningkatan hasil belajar kelompok eksperimen lebih tinggi daripada kelompok kontrol. Rata-rata N-Gain kelompok eksperimen sebesar 0,61, sedangkan kelompok kontrol sebesar 0,25. Uji hipotesis terhadap skor tes akhir menunjukkan perbedaan yang signifikan antara kedua kelompok (t = 3,271; p = 0,002). Dalam pelaksanaannya, Smart Box menyediakan kartu simbol, kartu situasi, serta aktivitas mencocokkan dan mengelompokkan yang digunakan untuk mendukung tahapan penemuan. Temuan ini menunjukkan bahwa integrasi Discovery Learning dan Smart Box dapat mendukung pemahaman siswa terhadap materi Pendidikan Pancasila dan menghasilkan capaian belajar yang lebih baik dibandingkan Direct Instruction dalam konteks penelitian ini. Hasil tersebut dapat menjadi pertimbangan bagi guru dalam merancang pembelajaran yang melibatkan siswa secara aktif melalui media konkret, dengan tetap memberikan bimbingan yang sesuai bagi siswa kelas II sekolah dasar.
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