The Effect of Project-Based Learning (PjBL)-Based Student Worksheets (LKPD) on Plant Parts Topic of Grade IV Students' IPAS Learning Outcomes
Keywords:
LKPD, elementary school, Project based learning, plant parts, IPAS learning outcomesAbstract
This study aims to investigate the effect of Project-Based Learning (PjBL)-based Student Worksheets (LKPD) on the topic of Plant Parts on the IPAS (Science and Social Studies) learning outcomes of Grade IV students at SD YPK Inamo, Sorong Regency. A pre-experimental design with a one-group pretest-posttest scheme was employed, involving 15 Grade IV students as research participants selected through saturated sampling. Data were collected using a multiple-choice IPAS test and a student activity observation sheet. Reliability testing using Cronbach’s alpha yielded coefficients of 0.922 (pretest) and 0.935 (posttest), both exceeding the threshold of 0.60, confirming instrument reliability. The Shapiro-Wilk normality test confirmed that both pretest (sig. = 0.162 > 0.05) and posttest (sig. = 0.345 > 0.05) data were normally distributed. The pretest mean score was 54.67, with 53.33% of students meeting the Minimum Competency Standard (KKM), increasing to a posttest mean of 85.00 with 73.33% of students achieving the KKM. The paired-samples t-test yielded tₙₓₙₐ = 2.958 > tₜₐbₗₐ = 1.761 (df = 14, sig. = 0.010 < 0.05), confirming that PjBL-based LKPD on Plant Parts has a statistically significant positive effect on Grade IV IPAS learning outcomes.
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