%L repoupi135313
%O https://scholar.google.com/citations?user=E5jxh58AAAAJ&hl=en&oi=ao

ID SINTA Dosen Pembimbing:
Dede Trie Kurniawan: 6745958
Rendi Restiana Sukardi: 6745722
%A - Anisa Nurhasanah
%A - Dede Trie Kurniawan
%A - Rendi Restiana Sukardi
%I Universitas Pendidikan Indonesia
%T IMPLEMENTASI PEMBELAJARAN SIKLUS AIR DENGAN 
MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) 
BERBANTUAN MEDIA DIORAMA UNTUK PENGUASAAN 
KONSEP SISWA SEKOLAH DASAR: Penelitian Time Series Design pada Materi Siklus Air di kelas IV Sekolah Dasar
%D 2025
%X Penelitian ini dilatarbelakangi oleh rendahnya pemahaman siswa dalam memahami konsep materi siklus air yang kompleks dan abstrak. Bertujuan untuk mengetahui pengaruh implementasi pembelajaran siklus air menggunakan model Contextual Teaching and Learning (CTL) berbantuan media diorama berbasis Augmented Reality (AR) terhadap penguasaan konsep siswa sekolah dasar. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen time series, yang melibatkan satu kali pre-test dan tiga kali post-test setelah setiap tahapan perlakuan. Instrumen yang digunakan mencakup tes tertulis untuk mengukur penguasaan konsep pada level C4 (menganalisis), C5 (mengevaluasi), dan C6 (mengkreasi), angket respon siswa terhadap media pembelajaran, serta lembar observasi keterlaksanaan Sintaks model CTL oleh guru. Data dianalisis menggunakan perhitungan N-Gain untuk mengukur efektivitas peningkatan hasil belajar dan uji ANOVA untuk melihat signifikansi perbedaan antar waktu tes. Hasil penelitian menunjukkan bahwa model CTL dengan dukungan media diorama AR secara signifikan meningkatkan penguasaan konsep siswa. Uji ANOVA menunjukkan nilai F = 181,344 dan p = 0,000, menandakan perbedaan yang sangat signifikan. Hasil N-Gain meningkat secara bertahap dari kategori rendah (0,2163) pada materi fenomena kekeringan dan banjir, sedang (0,3705) pada materi badan air, hingga tinggi (0,6216) pada materi peran air dalam ekosistem. Observasi keterlaksanaan menunjukkan bahwa sebagian besar Sintaks CTL terlaksana sangat baik, terutama pada Sintaks constructivism, inquiry, dan learning community. Selain itu, respon siswa terhadap media juga sangat positif pada aspek visualisasi dan interaktivitas. Dengan demikian, pembelajaran berbasis CTL dan media AR terbukti efektif menciptakan pengalaman belajar yang kontekstual, bermakna, dan menyenangkan dalam memahami konsep siklus air.
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This study was motivated by the low level of students' understanding of the complex and abstract concepts of the water cycle. It aims to investigate the effect of implementing water cycle instruction using the Contextual Teaching and Learning (CTL) model supported by Augmented Reality (AR)-based diorama media on elementary students’ conceptual understanding. The study employed a quantitative approach with a time series experimental design, involving one pre-test and three post-tests conducted after each treatment phase. The instruments used included written tests to measure conceptual understanding at levels C4 (analyzing), C5 (evaluating), and C6 (creating), student response questionnaires toward the learning media, and observation sheets on the implementation of CTL syntax by the teacher. Data were analyzed using the N-Gain formula to assess the effectiveness of learning improvement and ANOVA tests to examine the significance of differences across test times. The results revealed that the CTL model supported by AR diorama media significantly improved students’ conceptual understanding. The ANOVA test showed an F value of 181.344 and a p-value of 0.000, indicating a highly significant difference. The N-Gain scores increased progressively from low (0.2163) in the topic of drought and flood phenomena, to medium (0.3705) in the topic of bodies of water, and high (0.6216) in the topic of the role of water in ecosystems. Observations showed that most CTL syntax components were implemented very well, particularly the constructivism, inquiry, and learning community stages. Moreover, students’ responses to the media were highly positive, especially regarding visualization and interactivity. Therefore, CTL-based instruction combined with AR media has been proven effective in creating contextual, meaningful, and engaging learning experiences in understanding the water cycle.
%K Contextual Teaching and Learning, media diorama, Augmented Reality, penguasaan konsep, siklus air

Contextual Teaching and Learning, Diorama Media, Augmented Reality, Concept Mastery, Water Cycle