PENGARUH MODEL PEMBELAJARAN BLENDED LEARNING UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA PADA MATERI KEBERAGAMAN BUDAYA INDONESIA KELAS IV SD

Tumpal Petrus Sagala, - and Cucun Sunaengsih, - and Dety Amelia Karlina, - (2025) PENGARUH MODEL PEMBELAJARAN BLENDED LEARNING UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA PADA MATERI KEBERAGAMAN BUDAYA INDONESIA KELAS IV SD. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini bertujuan untuk menganalisis efektivitas model pembelajaran blended learning dalam meningkatkan motivasi belajar siswa pada materi keberagaman budaya Indonesia di kelas IV sekolah dasar. Metode penelitian menggunakan pendekatan kuantitatif dengan desain quasi experimental tipe non equivalent control group. Sampel penelitian terdiri dari 33 siswa kelas IV A sebagai kelas eksperimen dan 32 siswa kelas IV B sebagai kelas kontrol di SDN Sukaraja 1, Kabupaten Sumedang. Instrumen yang digunakan berupa angket motivasi belajar dan lembar observasi. Hasil penelitian menunjukkan bahwa pelaksanaan model blended learning pada kelas eksperimen termasuk dalam kategori sangat efektif dengan capaian rata- rata sebesar 93%. Selain itu, terdapat peningkatan signifikan pada skor motivasi belajar siswa dari pretest ke posttest. Model blended learning mampu menciptakan pembelajaran yang lebih fleksibel, interaktif, serta menyenangkan sehingga siswa lebih termotivasi dan aktif dalam proses belajar. Penelitian ini memberikan alternatif strategi pembelajaran inovatif yang dapat diterapkan dalam implementasi Kurikulum Merdeka untuk meningkatkan mutu pembelajaran IPS yang lebih kontekstual dan bermakna. Hasil penelitian ini diharapkan dapat menjadi rujukan bagi pendidik dalam merancang pembelajaran yang adaptif terhadap perkembangan teknologi dan karakteristik siswa sekolah dasar. Kata Kunci: Blended learning, IPS, Keberagaman Budaya, Motivasi Belajar, Sekolah Dasar This study aims to analyze the effectiveness of the Blended learning model in improving students’ learning motivation on the topic of Indonesia's cultural diversity among fourth-grade elementary school students. The research method used a quantitative approach with a quasi- experimental design of the nonequivalent control group type. The sample consisted of 33 students from class IV A as the experimental group and 32 students from class IV B as the control group at SDN Sukaraja 1, Sumedang Regency. Research instruments included a learning motivation questionnaire and observation sheets. The results showed that the implementation of blended learning in the experimental class was highly effective, achieving an average performance score of 93%. Furthermore, there was a significant increase in students’ motivation scores from pretest to posttest, as evidenced by the results of N-Gain and t-test analyses conducted using SPSS version 25. The blended learning model fosters a more flexible, interactive, and engaging learning environment that enhances student participation and motivation. This study provides an innovative pedagogical alternative for implementing the Independent Curriculum, particularly for contextual and meaningful Social Studies learning. The findings are expected to serve as a valuable reference for educators in designing technology-integrated learning tailored to elementary students’ characteristics. Keywords: Blended learning, Cultural Diversity, Elementary School, Learning Motivation, Social Studies

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Item Type:	Thesis (S1)
Additional Information:	ID SINTA DOSEN Pembimbing: Cucun Sunaengsih: 5993226 Dety Amelia Karlina: 5993444
Uncontrolled Keywords:	Blended learning, IPS, Keberagaman Budaya, Motivasi Belajar, Sekolah Dasar Blended learning, Cultural Diversity, Elementary School, Learning Motivation, Social Studies
Subjects:	L Education > L Education (General)
Divisions:	UPI Kampus Sumedang > PGSD Kelas UPI Kampus Sumedang
Depositing User:	Tumpal Petrus Sagala
Date Deposited:	15 Sep 2025 02:12
Last Modified:	15 Sep 2025 02:12
URI:	http://repository.upi.edu/id/eprint/138190

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