Pengaruh Penggunaan Media Pembelajaran Berbasis Kearifan Lokal terhadap Minat Belajar Pendidikan Pancasila Siswa Kelas V SD Negeri 53 Palembang
DOI:
https://doi.org/10.31004/anthor.v5i3.795Keywords:
Kearifan Lokal, Media Pembelajaran, Minat Belajar, Pendidikan Pancasila, Rumah Limas PalembangAbstract
Penelitian ini bertujuan mengetahui pengaruh penggunaan media pembelajaran berbasis kearifan lokal terhadap minat belajar Pendidikan Pancasila siswa kelas V SD Negeri 53 Palembang. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi-experimental dan desain posttest-only nonequivalent control group. Sampel ditentukan secara purposive, yaitu kelas V.A sebagai kelas eksperimen sebanyak 30 siswa dan kelas V.B sebagai kelas kontrol sebanyak 30 siswa. Kelas eksperimen memperoleh treatment berupa media visual berbasis kearifan lokal Rumah Limas Palembang pada materi Ayo Lestarikan Budaya Daerah, sedangkan kelas kontrol belajar dengan pembelajaran konvensional tanpa media berbasis kearifan lokal. Data dikumpulkan melalui angket minat belajar berisi 23 pernyataan skala Likert yang memuat indikator perasaan senang, ketertarikan, perhatian, keterlibatan siswa, dan kesadaran melestarikan budaya. Instrumen divalidasi oleh ahli dan diuji secara empiris; seluruh butir dinyatakan valid dengan nilai r-hitung lebih besar daripada r-tabel 0,374, sedangkan reliabilitas memperoleh nilai Cronbach Alpha 0,839. Analisis data meliputi uji normalitas, uji homogenitas, dan uji independent sample test berbantuan SPSS 27. Hasil penelitian menunjukkan rata-rata skor minat belajar kelas eksperimen sebesar 88,77, lebih tinggi daripada kelas kontrol sebesar 76,67. Data berdistribusi normal dan homogen. Uji hipotesis memperoleh t-hitung 9,601 lebih besar daripada t-tabel 1,67252 dengan signifikansi 0,000. Dengan demikian, media pembelajaran berbasis kearifan lokal Rumah Limas Palembang berpengaruh signifikan terhadap minat belajar Pendidikan Pancasila siswa kelas V. Temuan ini menegaskan bahwa pengaitan materi Pancasila dengan budaya lokal yang dekat dengan pengalaman siswa dapat membuat pembelajaran lebih konkret, bermakna, dan menarik.
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