PENGARUH PEMBELAJARAN BERBASIS MASALAH DENGAN YOUTUBE TERHADAP MOTIVASI BELAJAR IPA PADA SISWA KELAS VI
DOI:
https://doi.org/10.23969/jp.v8i2.10217Keywords:
Motivation; Science;Problem Based Learning;YoutubeAbstract
The purpose of this research is to find out how the Problem-Based Learning (PBL) strategy combined with YouTube videos might inspire students to study science. Six students in sixth grade at SD N Plampang in the 2022–2023 school year participated in the research. This study follows the Kemmis and Taggart framework of classroom action research (CAR). There were two cycles to this study, cycle I and cycle II, and each cycle included four phases: preparation, implementation, evaluation. Methods of information gathering include doing surveys, conducting interviews, and giving examinations. Prior to the study (Pre-Cycle), students' enthusiasm to learn about science was only 56 out of 100, but after the first cycle it rose to 88 (meeting adequate criterion) and after the second cycle it rose again to 110 (meeting strong requirements). There is also a rising trend in the evaluation of educational results with each iteration. The class average was 45.83 with a completeness rate of 16.67% before the cycle began; it was 60.83 with a completeness rate of 50.00% after the first cycle; and it was 75.83 with a completeness rate of 83.33% after the second cycle. This research reveals that combining PBL with material from YouTube for teaching science has a positive effect on students' interest and engagement. Project-based learning has the potential to provide students a more engaging and relevant educational experience.Downloads
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