TEACHER Jurnal Inovasi Karya Ilmiah Guru

This study was motivated by the low learning outcomes of students in Pancasila Education, which was caused by a learning process that had not fully involved students actively. This study aimed to describe the implementation of the Role Playing learning strategy and analyze the improvement of students’ learning outcomes after its implementation. The study was conducted at UPTD SD Negeri 074038 TOHIA with 23 fourth-grade students as research subjects. This study employed Classroom Action Research conducted in two cycles. Each cycle consisted of planning, action implementation, observation, and reflection stages. The research instruments consisted of teacher activity observation sheets, student activity observation sheets, and learning outcome tests. Data were collected through observation and tests. The results showed that the implementation of the Role Playing strategy improved the quality of the learning process and students’ learning outcomes. Teacher activity increased gradually in each meeting, while student activity also showed increased involvement throughout the learning process. The learning test results showed that the average student score in Cycle I was 63.43 with classical mastery of 39.13%, which increased in Cycle II to 77.17 with classical mastery of 86.95%. This improvement indicates that Role Playing provided students with active, contextual, and meaningful learning experiences that helped them understand Pancasila Education material more effectively. Therefore, the Role Playing learning strategy can be used as an alternative learning strategy to improve students’ learning outcomes in Pancasila Education at the elementary school level. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar peserta didik pada mata pelajaran Pendidikan Pancasila yang disebabkan oleh proses pembelajaran yang belum sepenuhnya melibatkan peserta didik secara aktif. Penelitian ini bertujuan untuk mendeskripsikan penerapan strategi pembelajaran Role Playing dan menganalisis peningkatan hasil belajar peserta didik setelah penerapan strategi tersebut. Penelitian dilaksanakan di UPTD SD Negeri 074038 TOHIA dengan subjek penelitian sebanyak 23 peserta didik kelas IV. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Setiap siklus terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Instrumen penelitian berupa lembar observasi aktivitas guru, lembar observasi aktivitas peserta didik, dan tes hasil belajar. Teknik pengumpulan data dilakukan melalui observasi dan tes. Hasil penelitian menunjukkan bahwa penerapan strategi Role Playing dapat meningkatkan kualitas proses dan hasil pembelajaran. Aktivitas guru meningkat secara bertahap dari setiap pertemuan, demikian pula aktivitas peserta didik yang menunjukkan peningkatan keterlibatan selama pembelajaran. Hasil tes menunjukkan bahwa rata-rata hasil belajar peserta didik pada Siklus I sebesar 63,43 dengan ketuntasan klasikal 39,13%, kemudian meningkat pada Siklus II menjadi 77,17 dengan ketuntasan klasikal 86,95%. Peningkatan tersebut menunjukkan bahwa penerapan Role Playing mampu memberikan pengalaman belajar yang aktif, kontekstual, dan bermakna sehingga membantu peserta didik memahami materi Pendidikan Pancasila dengan lebih baik. Dengan demikian, strategi pembelajaran Role Playing dapat digunakan sebagai salah satu alternatif strategi pembelajaran untuk meningkatkan hasil belajar peserta didik pada mata pelajaran Pendidikan Pancasila di sekolah dasar.

Understanding dynamic electricity is important because students often experience difficulties in understanding the relationships among electric current, voltage, and resistance in series and parallel circuits. This study aimed to analyze changes in students’ conceptual understanding before and after learning with the Physics Education Technology (PhET) virtual laboratory supported by student worksheets (LKPD), test the statistical significance of these changes, and determine the magnitude of improvement. The study employed a quantitative approach using a one-group pretest-posttest design without a comparison group. The participants were 20 eighth-grade students at MTs Alkhairaat Biromaru. Data were collected through conceptual understanding tests administered before and after instruction and an observation checklist assessing implementation. The data were analyzed using descriptive statistics, a paired-samples t-test, and N-Gain. The results showed that the mean score increased from 43.75 to 53.75, with a statistically significant difference (t(19) = −5.210; p < 0.001). Cohen’s dz was 1.17, indicating a large effect size, whereas the N-Gain of 0.18 was categorized as low. All instructional stages were implemented as planned. Thus, students’ scores increased following the intervention; however, the effectiveness of PhET supported by LKPD cannot be conclusively established without a comparison group. Future research should include a comparison group and a longer instructional period. ABSTRAK Pemahaman konsep listrik dinamis penting dikembangkan karena peserta didik sering mengalami kesulitan memahami hubungan antara arus, tegangan, dan hambatan dalam rangkaian seri maupun paralel. Penelitian ini bertujuan menganalisis perubahan pemahaman konsep peserta didik sebelum dan sesudah pembelajaran menggunakan laboratorium virtual Physics Education Technology (PhET) berbantuan Lembar Kerja Peserta Didik (LKPD), menguji signifikansi perubahannya, serta menentukan besarnya peningkatan. Penelitian menggunakan pendekatan kuantitatif dengan desain one-group pretest-posttest tanpa kelas pembanding. Subjek penelitian terdiri atas 20 peserta didik kelas VIII MTs Alkhairaat Biromaru. Data dikumpulkan melalui tes pemahaman konsep sebelum dan sesudah pembelajaran serta lembar observasi keterlaksanaan kegiatan. Data dianalisis menggunakan statistik deskriptif, uji-t berpasangan, dan N-Gain. Hasil penelitian menunjukkan bahwa rata-rata skor meningkat dari 43,75 menjadi 53,75, dengan perbedaan yang signifikan secara statistik (t19 = −5,210; p < 0,001). Ukuran efek Cohen’s dz sebesar 1,17 termasuk kategori besar, sedangkan N-Gain sebesar 0,18 termasuk kategori rendah. Seluruh tahapan pembelajaran terlaksana sesuai rencana. Dengan demikian, terdapat peningkatan skor setelah pembelajaran, tetapi efektivitas PhET berbantuan LKPD belum dapat dipastikan tanpa kelas pembanding. Penelitian selanjutnya disarankan melibatkan kelas pembanding dan durasi pembelajaran yang lebih panjang.