Effectiveness of Problem-Based Integrative Thematic Learning Modules to Improve the Learning Outcomes of Elementary School Students

Abstract

This research is quasi-experimental research with quantifiable approach, where this research focuses on the effectiveness of integrative thematic learning modules based on problem-based learning to improve the learning independence of elementary school students. This research was conducted at SDN 1 Sape and SDN 2 Sape in Bima Regency, NTB. This study used 2 samples, a sample of experimentation, namely VA and VD classes, which each numbered 29 students. As for the control sample, the VC class consists of 31 students. Data collection techniques in this study using the technique. giving tests. The results of interviews and observations are analyzed using descriptive techniques for the purposes of preliminary data supporting research. Analysis of improved learning independence with standard gain techniques. In cognitive study results for both classes the experiment had a significance of p<0.05 based on independent t-test and paired sample t-test. In addition, the results of the va experiment class cognitive learning results had a posttest score of 81.03 with a completion of 89.65% and in the experiment class VD had a posttest score of 79.65 with a completion of 82.75%.