Rika Febriyanti, - and Afridha Laily Alindra, - and Wina Mustikaati, - (2025) PENGARUH MODEL PEMBELAJARAN ARIAS (ASSURANCE, RELEVANCE, INTEREST, ASSESSMENT DAN SATISFACTION) TERHADAP HASIL BELAJAR KOGNITIF IPA DI SEKOLAH DASAR: Penelitian Quasi Eksperimen pada Siswa Kelas V di Salah Satu Sekolah Dasar Negeri di Kabupaten Purwakarta. S1 thesis, Universitas Pendidikan Indonesia.
Abstract
Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar kognitif siswa dalam mata pelajaran Ilmu Pengetahuan Alam (IPA) di tingkat sekolah dasar, yang salah satunya disebabkan oleh kurangnya motivasi siswa dalam belajar, dan penggunaan model pembelajaran yang kurang mampu memotivasi siswa. Model pembelajaran ARIAS (Assurance, Relevance, Interest, Assessment and Satisfaction) dipandang sebagai salah satu model yang dapat meningkatkan keterlibatan dan hasil belajar siswa. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh model pembelajaran ARIAS terhadap hasil belajar kognitif IPA siswa kelas V, dan untuk mengetahui bagaimana hasil belajar siswa sebelum dan sesudah diberikan treatment pada kelas eksperimen. Penelitian ini menggunakan metode quasi eksperimen dengan desain Non-equivalent Control Group. Sampel penelitian terdiri dari dua kelas, yaitu siswa kelas V antara kelas eksperimen yang diberi perlakuan dengan model pembelajaran ARIAS dan kelas kontrol yang menggunakan model pembelajaran konvensional. Instrumen yang digunakan berupa tes hasil belajar kognitif berupa soal pilihan ganda dan essay yang telah diuji validitas dan reliabilitasnya. Hasil analisis data menunjukkan bahwa terdapat perbedaan yang signifikan antara hasil posttest siswa di kelas eksperimen dan kelas kontrol. Siswa yang mengikuti pembelajaran dengan model ARIAS menunjukkan peningkatan hasil belajar kognitif yang lebih tinggi dibandingkan dengan siswa di kelas kontrol didukung dengan hasil perolehan N-Gain sebesar 56% dengan kategori sedang pada kelas eksperimen, sedangkan 39% pada kelas kontrol dengan kategori kurang efektif. Dengan demikian, dapat disimpulkan bahwa model pembelajaran ARIAS berpengaruh positif terhadap peningkatan hasil belajar kognitif IPA siswa sekolah dasar. Model ini direkomendasikan sebagai salah satu alternatif strategi pembelajaran yang dapat diterapkan oleh guru dalam upaya meningkatkan kualitas pembelajaran IPA di sekolah dasar. ----- This study is motivated by the low cognitive learning outcomes of students in Science (IPA) subjects at the elementary school level, which is partly caused by students’ lack of motivation to learn and the use of instructional models that fail to engage them effectively. The ARIAS learning model (Assurance, Relevance, Interest, Assessment, and Satisfaction) is considered one approach that can enhance student engagement and learning outcomes. The purpose of this research is to determine the effect of the ARIAS learning model on the cognitive learning outcomes of fifth-grade students in Science, and to analyze the differences in students’ learning outcomes before and after the treatment in the experimental class. This study employed a quasi-experimental method with a Non-equivalent Pretest-Posttest Control Group Design. The research sample consisted of two fifth-grade classes: an experimental class that received treatment using the ARIAS model, and a control class that used a conventional learning model. The instrument used was a cognitive learning outcome test in the form of multiple-choice and essay questions, which had been validated for reliability and validity. Data analysis showed that there was a significant difference between the posttest results of the experimental and control classes. Students who were taught using the ARIAS model showed greater improvement in cognitive learning outcomes compared to those in the control class. This is supported by an N-Gain score of 56% (medium category) in the experimental class, while the control class obtained an N-Gain of 39%, categorized as less effective. Therefore, it can be concluded that the ARIAS learning model has a positive influence on improving the cognitive learning outcomes of elementary school students in Science. This model is recommended as an alternative instructional strategy that teachers can apply to improve the quality of Science education in elementary schools.
![[thumbnail of S_PGSD_2108317_Title.pdf]](http://repository.upi.edu/style/images/fileicons/text.png "S_PGSD_2108317_Title.pdf") |
Text
S_PGSD_2108317_Title.pdf Download (511kB) |
|
Text
S_PGSD_2108317_Chapter1.pdf Download (64kB) |
|
Text
S_PGSD_2108317_Chapter2.pdf Restricted to Staf Perpustakaan Download (216kB) |
|
Text
S_PGSD_2108317_Chapter3.pdf Download (414kB) |
|
Text
S_PGSD_2108317_Chapter4.pdf Restricted to Staf Perpustakaan Download (448kB) |
|
Text
S_PGSD_2108317_Chapter5.pdf Download (46kB) |
|
Text
S_PGSD_2108317_Appendix.pdf Restricted to Staf Perpustakaan Download (9MB) |
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?view_op=list_works&hl=en&user=Ot_OBpcAAAAJ ID SINTA Dosen Pembimbing: Afridha Laily Alindra: 6842145 Wina Mustikaati: 6745735 |
| Uncontrolled Keywords: | ARIAS, hasil belajar kognitif, IPA, quasi eksperimen. ARIAS, cognitive learning outcomes, science (IPA), quasi-experiment. |
| Subjects: | L Education > L Education (General) |
| Divisions: | UPI Kampus Purwakarta > PGSD UPI Kampus Purwakarta |
| Depositing User: | Rika Febriyanti |
| Date Deposited: | 04 Sep 2025 07:43 |
| Last Modified: | 04 Sep 2025 07:43 |
| URI: | http://repository.upi.edu/id/eprint/137195 |
Actions (login required)
 |
View Item |