“PERBANDINGAN FORMASI TEMPAT DUDUK TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN BAHASA INDONESIA DI KELAS V SDN 52 PANGKALPINANG

Abstract

Classroom environment management, particularly the design of seating

arrangements, is an essential element in fostering student participation dynamics

and optimizing academic achievement, especially in the context of Indonesian

language subjects that demand intensive interaction. This study systematically

compares the influence of U-shaped seating formations with traditional models on

the learning abilities of fifth-grade students at SDN 52 Pangkalpinang. The research

employed a quantitative approach, implemented through a pre-experimental one-

group posttest-only design, with participants consisting of all 28 students of class V

A using a total sampling technique. Data collection instruments included pretests

and posttests, facilitated by cognitive tests and subjective questionnaires to capture

perceptual dimensions. The data analysis stage covered normality testing,

examination of supporting conditions, and hypothesis validation using the Paired-

Sample T test to ensure interpretive accuracy. Empirically, differences in learning

scores were found to be significant, with the U-shaped formation producing higher

average scores than the traditional model, as confirmed by a significance level of

0.000 (p < 0.05) and a t-value of 4.900 exceeding the t-table value of 2.052—

indicating a reliable improvement. In contrast, questionnaire data regarding student

perceptions revealed no meaningful disparity, based on a significance value of

0.374 (p > 0.05) and a t-value of 0.904 below the t-table value of 2.052, indicating

consistency in students’ views across seating arrangements. Therefore, with Ha

accepted and Ho rejected, this study concludes that the comparison between U-

shaped and traditional seating formations has a substantial impact on Indonesian

language learning achievement in fifth grade at SDN 52 Pangkalpinang, opening

opportunities for more inclusive pedagogical innovations in primary education