Analisis Komparatif Minat Belajar Siswa melalui Metode Outclass Learning dan Inclass Learning pada Pembelajaran Sains di Kelas IV Sekolah Dasar
DOI:
https://doi.org/10.61104/qb.v2i1.365Keywords:
Minat Belajar, Outclass Learning, Inclass Learning, Pembelajaran SainsAbstract
Pembelajaran Sains di sekolah dasar menuntut metode yang mampu menumbuhkan minat belajar siswa secara optimal. Penelitian ini bertujuan membandingkan pengaruh metode Outclass Learning dan Inclass Learning terhadap minat belajar siswa kelas IV MI Plus Darul Falah Mojoagung, Jombang. Pendekatan kuantitatif digunakan dengan desain survei, melibatkan 60 siswa yang dipilih melalui teknik total sampling. Data dikumpulkan melalui angket skala Likert, observasi, dan dokumentasi, kemudian dianalisis menggunakan uji Independent Samples T-Test berbantuan SPSS. Hasil penelitian menunjukkan tidak terdapat perbedaan signifikan antara kedua metode pembelajaran terhadap minat belajar siswa (sig. 0,542 > 0,05). Temuan ini menegaskan bahwa kualitas pembelajaran lebih dipengaruhi oleh perencanaan, kompetensi guru, dukungan sarana, interaksi guru-siswa, dan relevansi materi dibandingkan sekadar lokasi pelaksanaan. Penelitian ini merekomendasikan penerapan strategi pembelajaran Sains hibrid yang mengintegrasikan keunggulan kontekstual Outclass Learning dan keteraturan Inclass Learning untuk meningkatkan motivasi, pemahaman konsep, dan keterampilan ilmiah siswa secara berkelanjutan
References
Bateman, S., & Bergin, A. (2011). Sea change: Advancing Australia’s ocean interests. Australian Strategic Policy Institute.
Beames, S., Higgins, P., & Nicol, R. (2012). Learning outside the classroom: Theory and guidelines for practice. Routledge. https://doi.org/10.4324/9780203816012
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Deci, E. L., & Ryan, R. M. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2006). The value of outdoor learning: Evidence from research in the UK and elsewhere. School Science Review, 87(320), 107–111.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2004). A review of research on outdoor learning. National Foundation for Educational Research and King’s College London.
Waite, S. (2011). Teaching and learning outside the classroom: Personal values, alternative pedagogies and standards. Education 3–13, 39(1), 65–82. https://doi.org/10.1080/03004270903206141
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Cindy Windriani Arga Putri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under a 