Improving IPAS Learning Outcomes through Discovery Learning Assisted by Interactive PowerPoint in Elementary School
DOI:
https://doi.org/10.62612/ijelass.v4i2.106Keywords:
discovery learning, Interactive PowerPoint, Classroom Action Research, IPAS Learning Outcomes, Elementary SchoolAbstract
This study aimed to improve IPAS learning outcomes through the implementation of the Discovery Learning model assisted by interactive PowerPoint in Grade IIIB of Bangetayu Wetan 02 Elementary School. The study was motivated by low student learning outcomes in IPAS, particularly on the topic of Family and Community Traditions. This Classroom Action Research employed the Kemmis and McTaggart model and was conducted in two cycles, each consisting of two meetings. The participants were 29 Grade IIIB students. Data were collected through observation, learning outcome tests, and documentation and analyzed descriptively using quantitative and qualitative approaches. The success criterion was set at least 75% of students achieving the minimum mastery criterion (KKM) score of 75. The results showed an improvement in learning outcomes following the implementation of Discovery Learning assisted by interactive PowerPoint. The average score increased from 68.28 in the pre-action stage to 72.07 in Cycle I and 88.28 in Cycle II. The percentage of students achieving mastery increased from 31.03% in the pre-action stage to 62.07% in Cycle I and 86.21% in Cycle II, exceeding the predetermined success criterion. These findings indicate that the implementation of Discovery Learning assisted by interactive PowerPoint was followed by improved IPAS learning outcomes in the research context and may support more active and meaningful learning in elementary schools
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