The Effect of the Project-Based Learning Model on the 4C Skills (Critical Thinking, Creativity, Communication, and Collaboration) of Elementary School Students

This research was conducted based on the results of observations and interviews on the low critical thinking skills of students in elementary school cluster 9 Pasawajo sub-district which had an impact on student learning outcomes. The purpose of this study was to analyze the differences in the effectiveness of the multiple intelligences-based discovery learning model with the discovery learning model on the science critical thinking skills of fifth grade elementary school students. This type of research uses quantitative methods with a quasi experimental design that applies experimental and control classes. Data collection techniques were carried out by observing, giving tests, student response questionnaires and documentation. The samples of this study were the fifth grade students of SDN 113 Buton as the experimental class and the fifth grade students of SDN 91 Buton as the control class. The research instrument was conducted by first analyzing the results of the test trials including the validity of the reliability, the level of difficulty, and the differentiating power of the questions. The data analysis technique used was normality test, homogeneity test, completeness test and hypothesis testing using independent sample t-test after which the gain test is carried out. The results of the study can be concluded that there was a significant difference in the effectiveness of students' critical thinking skills between the multiple intelligences-based discovery learning model and the discovery learning model. The results of the average difference test using the independent sample t-test obtained a sig value. (2-tailed) the experimental and control classes were 0.000 < 0.05, so Reject H0 which means that there are differences in critical thinking skills. The results of classical completeness using the Z test obtained that the experimental class achieved more than 75% completeness and the control class was less than 75%. The data results from the experimental class gain test obtained a gain value of 0.56 higher than the control class with a value of 0.42 even though both classes were in the medium gain category, but the experimental class increased higher than the control class. Keywords: discovery learning Model, multiple intelligences, critical thinking ability, learning science.

This study aims to determine the effect of comic media on the scientific literacy skills of students in class IV and to determine the response of students to the use of comic media in classroom learning. The method used in this study is a quasi-experimental method. The research design used was the Nonequivalent Groups Pretest-Posttest Design. The research design consisted of two groups (control class and experimental class), each of which was given a pretest and posttest. The population in this study were students at SD Negeri Cilaja and SD Negeri Ligarmanah, while the sample was taken from two groups, namely class IV SD Negeri Cilaja as the experimental group and class IV SD Negeri Ligarmanah as the control class. Data collection was obtained through description questions in the form of pretest and posttest, as well as statements in the form of a Likert scale questionnaire. The data analysis technique used was quantitative data using Minitab 18.0 software for Windows and Microsoft Excel. In the results of this study, there were changes in the pretest and posttest scores of the experimental class that had increased, at the pretest the mean score of students was 27.75, while in the posttest the average score of students was 40.15. Whereas in the control class the average score of the posttest students was only 34.45. This is reinforced by the results of the N-Gain calculation from the experimental class and the control class which show that the average increase in the experimental class and the control class has a different increase. The experimental class who received learning using comic media had an increase of 38.8% with a moderate increase category. Meanwhile, the control class who received regular learning had an increase of 20.6% with a low increase category. The questionnaire data analysis showed that students gave a positive response to science learning using comic media with an average score of 3.80. In the test results of the difference between the two mean posttest data using the Two Sample T 'test, there is a significant difference between the experimental class and the control class with a significant level of <0.05, it can be concluded that there is an effect of comic media on the scientific literacy abilities of class students. Experiments using comic media have a significantly higher increase compared to the control class with ordinary learning.

According to the students of senior high school SMAN 14 Padang, chemistry is one of the most challenging subjects. It causes the learning process in the classroom to be teacher-centered. Therefore, a suitable learning model is needed so that students are active in finding information to create student-centered learning. One of the appropriate learning models used is Guided Discovery learning with the lesson study learning community LSLC learning system. This study aims to determine the effect of the guided discovery learning model based on LSLC on the chemistry of main group elements on student learning outcomes at SMAN 14 Padang. The type of research used is a quasi-experiment. In this study, two classes were used, namely the experimental and control classes, with a simple random sampling technique. In the experimental class XII MIPA 2, the special treatment was applying a Guided discovery learning model based on LSLC on the chemistry of the main group elements. In the control class XII MIPA 3 without LSLC based. The data analysis techniques used were the N-Gain test, normality test, homogeneity test, hypothesis test, and hypothesis testing with t-test. The results showed that in the experimental class, there was an increase in student learning outcomes in the moderate category with an average N-Gain value of 0,6999. In the control class, the average value was 0,6168. It also shows that in the control class, there is an increase in student learning outcomes in the moderate category. The results of data analysis with the normality test and homogeneity test that have been carried out obtained that the data is normally distributed and homogeneous, so hypothesis testing is carried out with the t-test. The learning outcomes of students who apply the guided discovery learning model based on LSLC can be significantly improved than those without LSLC based on the main group element chemical material at SMAN 14 Padang.

This research aims to see the effect of the project-based learning model assisted by STEM teaching materials on students' critical thinking skills. The type of research used is experimental research with pretest and posttest group design. The population and subjects in this research were 4th grade students at MI Ma'arif NU Tamansari, totaling 42 students, with details of 21 students as the experimental class and 21 students as the control class. The data collection technique was carried out by conducting a critical thinking skills test. The activity began with a pretest in both the experimental and control classes, then continued by giving treatment to the experimental class with a project-based learning model assisted by STEM teaching materials and the control class with a discovery learning model assisted by conventional teaching materials. The activity ended by conducting a posttest in both the experimental class and the control class. The results of the pretest and posttest data are then processed by carrying out normality tests and homogeneity tests as prerequisite tests. The results of the normality and homogeneity tests show that the data is normally and homogeneously distributed. Next, data analysis was carried out by making decisions using the paired sample t test and the independent t test. The results of the paired sample t test and the independent sample t test show a significance value of 0.000 < 0.05 so it can be interpreted that the use of the project-based learning model assisted by STEM teaching materials and the discovery learning model assisted by conventional teaching materials has an influence and difference in the average skill results. students' critical thinking. The posttest results in the experimental class averaged 86.95 > 65.71 compared to the average posttest results in the control class so it can be concluded that the use of the project-based learning model assisted by STEM teaching materials has a more significant effect on students' critical thinking skills.

This study aims to analyze the effect of collaborative inquiry learning models in improving students' 4C (Collaboration, Communication, Critical Thinking and Creativity) skills for learning physics on impulses, momentum and collisions. The population of this study were all students of class X of SMA Negeri 7 Medan in the second semester of the 2017/2018 academic year. The sampling technique in this research used cluster random class, the experimental class used collaborative inquiry learning model and control class using conventional learning. The variables in the study consisted of 4C skills as dependent variables and collaborative inquiry models as independent variables. The data in this study were analyzed using one-party t-test. The results showed that students '4C skills with collaborative inquiry learning models were better than students' 4C skills with conventional learning

The study aims to determine the effect of the flipped classroom learning model assisted by pre-class quizzes on student learning outcomes of the Faculty of Mathematics and Natural Sciences, University of Mataram, in the subject of biochemistry, on fatty acid metabolism. The type of experimental research used in this study was a Quasi-Experimental Design with a Post-Test Only Non-Equivalent Control Group Design. The population in this study was the sixth-semester students of the Faculty of Mathematics and Natural Sciences, Mataram University, for the 2022 academic year, totaling 60 people with a sampling technique using saturated sampling. In this research, two classes were used: the control and experimental classes. In the experimental class, namely class A, the flipped classroom learning model was treated with the help of pre-class quizzes, while the control class only used the flipped classroom model without pre-class quizzes. This study measured student learning outcomes from post-test question scores with 30 multiple-choice questions. The data analysis techniques used are normality test, homogeneity test, hypothesis test using paired sample t-test, and effect size test. Based on the results of data analysis using the normality test and homogeneity test that was carried out, the data was usually and homogeneously distributed, so hypothesis testing was carried out using the t-test and effect size test. Based on the hypothesis testing that has been carried out, there is an influence of the flipped classroom learning model assisted by pre-class quizzes on student learning outcomes in the biochemistry course on fatty acid metabolism. This can be seen from the sig value. (2-tailed) of 0.000 in the paired sample t-test, resulting in the interpretation that H0 is rejected and H1 is accepted. As for the magnitude of the effect of the flipped classroom model assisted by pre-class quizzes using the effect size calculation formula, the result was 1.33, which shows the criteria for a high effect value.

This study aims to analyze whether there is a significant difference in critical thinking skills between students using the Problem-Based Learning (PBL) model assisted by audiovisual media and those using the conventional teaching model. This research employs a quantitative approach with a quasi-experimental method, using a nonequivalent control group design, involving one experimental class and one control class. Data were collected through tests, consisting of pretest and posttest, as well as non-test methods including observation and documentation. Data analysis techniques were performed using normality tests, homogeneity tests, and hypothesis testing with IBM SPSS Statistics 25 software. The results of the hypothesis test on pretest data showed no significant difference in the average critical thinking skills between students in the experimental class using PBL assisted by audiovisual media and those in the control class using the conventional model, with pretest mean scores of 56.61 and 55.18, respectively. However, the hypothesis test results on posttest data showed a significant difference, with the posttest mean score of the experimental class reaching 78.39, higher than the control class's posttest mean score of 70.00. Thus, the use of the PBL model assisted by audiovisual media has been proven to have a positive impact on improving students' critical thinking skills.

This study aims to analyze whether there is a significant difference in critical thinking skills between students using the Problem-Based Learning (PBL) model assisted by audiovisual media and those using the conventional teaching model. This research employs a quantitative approach with a quasi-experimental method, using a nonequivalent control group design, involving one experimental class and one control class. Data were collected through tests, consisting of pretest and posttest, as well as non-test methods including observation and documentation. Data analysis techniques were performed using normality tests, homogeneity tests, and hypothesis testing with IBM SPSS Statistics 25 software. The results of the hypothesis test on pretest data showed no significant difference in the average critical thinking skills between students in the experimental class using PBL assisted by audiovisual media and those in the control class using the conventional model, with pretest mean scores of 56.61 and 55.18, respectively. However, the hypothesis test results on posttest data showed a significant difference, with the posttest mean score of the experimental class reaching 78.39, higher than the control class's posttest mean score of 70.00. Thus, the use of the PBL model assisted by audiovisual media has been proven to have a positive impact on improving students' critical thinking skills.

A research was conducted on students' critical thinking skills in science learning in SMP. This study aims to determine the differences in the critical thinking skills of students who learn with the brainstorming method in class VII students of SMP Negeri 6 Banjarmasin in the 2018/2019 academic year. This study used a quasi-experimental method using a pretest-posttest nonequivalent control group design. The sample of the study was class VII A students consisting of 30 students as the experimental class and class VII G students consisting of 30 students as the control class. The sampling technique used was cluster random sampling. Data collection techniques using test techniques. The data analysis technique used the t-test to analyze differences in the critical thinking skills of students in the experimental and control classes, and descriptive analysis to describe the differences in the level of critical thinking skills between students who used the brainstorming and expository methods. The result showed that there was a significant difference between the experimental class and the control class as indicated by the results of the t-test from the price Tcount > Ttable (2,41 > 2) and there was a difference in critical thinking skills between the experimental class and the control class as indicated by the percentage value, posttest experimental class namely 82,08% and control class 71,38%.Keywords: Brainstorming, Expository, Critical Thinking, Science

Problems in learning IPAS in primary schools often arise, especially in the use of monotonous teaching methods and media that do not support active participation of students so that they can cause misconceptions in students. These problems need to be overcome by using the right learning model and media. This study aims to examine the effectiveness of Pictorial Riddle learning model with Qreatif application on students' concept understanding and learning activities. The type of research used is quantitative with a Quasi Experimental design of the Non-equivalent Control Group Design type. The study population was 51 third grade students of SDN Wonosari 01. The sample was obtained through saturated sampling technique. The experimental class used Pictorial Riddle model and Qreatif media, while the control class used conventional model and Canva PPT. Data were collected through test and non-test techniques. Data analysis techniques included normality test, homogeneity test, hypothesis test (t-test), and N-gain test. The t-test results showed a significant difference in concept understanding between the experimental and control classes with a 2-tailed sig value of less than 0.05 (0.001 < 0.05) and a t-count value of 7.340 > t-table 2.009. The number of students who completed the KKM in the experimental class was greater than the control class (88%> 46%) this indicates a difference in understanding the concepts of the control and experimental classes. The mean N-Gain value of the experimental class is higher than the control class (65.60% > 42.05%). Analysis of student activeness scores showed that the experimental class was higher than the control class (observation: 84% > 66%; questionnaire: 81% > 66%). In conclusion, the Pictorial Riddle learning model with Qreatif application is effective in improving students' concept understanding and learning activities.

This study aims to determine the effect of the video-assisted Brain-Based Learning (BBL) learning model on mathematical critical thinking ability and mathematical problem-solving. This research is a quantitative research type of quasi-experimental design. The population in this study were all students in class VIII of SMPN 1 Tanjung Bintang for the 2023/2024 academic year. The sampling technique used cluster random sampling, namely three classes: class VIII B as experimental class 1 using the BBL learning model assisted by learning videos, class VIII A as experimental class 2 using the BBL learning model, and class VIII D as the control class using direct instruction learning model. The instruments used have previously been tested for validity, difficulty level, distinguishing power, and reliability. The data collection technique used was an essay test to measure mathematical critical thinking and problem-solving abilities. The data analysis techniques used are the normality test and the homogeneity test. Hypothesis testing uses the MANOVA test. Based on the results of hypothesis testing that has been carried out, it can be concluded that the BBL learning model assisted by video learning influences students' mathematical critical thinking and mathematical problem-solving abilities. Students' mathematical critical thinking and mathematical problem-solving skills are better using the BBL learning model assisted by learning videos than the BBL learning model and direct instruction learning model. This can be seen from calculations using MANOVA to obtain a significance level of 0.000 and value α test criteria = 0.05, which means p-value < α so that H_0AB is rejected and H_1AB is accepted.

This study aims to determine the effect of the Discovery Learning model assisted by E-LKPD on students' physics learning outcomes. The research was conducted at SMA Negeri 1 Percut Sei Tuan. This type of research is a quasi-experimental design with a pretest-posttest control group design. The sampling technique used in this study was cluster random sampling, consisting of an experimental class and a control class, each with 36 students. The solution to address the research problem was to apply the Discovery Learning model assisted by E-LKPD in the experimental class and conventional learning in the control class. The subjects of this study were students in classes X-3 and X-4. The instrument used was a learning test in the form of 15 multiple-choice questions. Before the different treatments were applied, a pretest was conducted, resulting in an average pretest score of 48.1 for the experimental class and 45.6 for the control class. Normality and homogeneity tests on the pretest data indicated that both classes' data were normally distributed and homogeneous. The two-tailed t-test resulted in a value of tcount < ttabel = = 0.97 < 1.994, which means H0 was accepted, indicating that the initial critical thinking ability of the experimental and control classes was the same. After the different treatments, a posttest was conducted for both classes, which resulted in an average posttest score of 76.5 for the experimental class and 63.5 for the control class. Normality and homogeneity tests on the posttest data showed that both classes' data were normally distributed and homogeneous. The one-tailed t-test resulted in tcount < ttabel = = 4.860 > 1.666, so the alternative hypothesis (Ha) was accepted. It can be concluded that the use of Discovery Learning assisted by E-LKPD has a significant effect on students' learning outcomes on the topic of work and energy in class X at SMA Negeri 1 Percut Sei Tuan.

This study aims to determine the effect of using interactive learning media based on wordwall in increasing the learning motivation of junior high school students. This type of research is a quasi-experimental (non-equivalent control group design) with a quantitative approach. The population is all 30 students in grade VII. The sample used is grade VII students consisting of two classes, namely class VII A as an experimental class consisting of 15 people and class VII B as a control class consisting of 15 people. The sampling technique uses saturated sampling. The data collection techniques consist of questionnaires, observation and documentation. As well as data analysis using prerequisite tests namely normality test, homogeneity test, and hypothesis test (t test). Data were obtained through pretest and posttest questionnaires. Based on the results of the study, it was obtained that student learning motivation in the experimental class after the use of wordwall media was 14 students or 94% who had very high motivation criteria and 1 student or 6% who had high motivation criteria. Meanwhile, in the control class that used picture media, there were 5 students or 33% who had very high motivation criteria and 10 students or 67% who had high motivation criteria. After that, the average value of the pretest questionnaire in the experimental class was 69.47 and the control class was 59.73. While the results of the posttest questionnaire showed an average of 89.73 for the experimental class and 80.40 for the control class. Based on the results of the posttest questionnaire in the experimental and control classes, it can be seen that the value of the experimental class questionnaire is greater than the value of the questionnaire in the control class, namely 89.73>80.40. So it can be concluded that the use of interactive learning media based on wordwall is more effective in increasing student learning motivation and can be shown from the results of the t-test which obtained a significance value of 0.000<0.05 which means Ha is accepted and Ho is rejected.

This research was conducted by looking at the results of the assessment of low motivation, which impacts the low competence of the minimum achievement of students. Aims to analyze the effect of cognitive evaluations using the quizizz Application on elementary school students' motivation and minimum achievement. This research method uses quasi-experimental quantitative, with a quasi-experimental control group design. Data analysis techniques using normality tests, homogeneity, instrument validation, analysis of test results, and hypothesis testing. The study results concluded that the normality test for the experimental class was 0.000 and the control class was 0.000, so the experimental and control class data were normally distributed. 80.30 to 84.90 and the initial experimental class by 62.52 to 72.00, it can be concluded that the experimental class increased by 4.60 and the control class by 9.48, test the hypothesis using t-test db = N-2 = 50 – 2 = 48 at 5% confidence level obtained t table = 1.671. The result of the t count is more significant than the t table (7,975 > 1,671). With db = N-2 = 50 – 2 = 48 at the 5% confidence level, t table = 1,671 is obtained. The result of the t count is more significant than the t table (6.080 > 1.671), thus stating a correlation between assessment using the quizizz Application on students' motivation and achievement of minimum competencies. Keywords: Cognitive assessment, quizizz, motivation, achievement of minimum competence

This reseach goals to determine how the effect of knowing the effect of using Webblog media on the HOTS Evaluation Based Problem Based Learning Model on Motivation and Student Learning Outcomes in the Material of Reaction Rate. The research method used was an experiment that was modified as needed. The sampling technique used is by using a purposive technique where class XI IPA 4 as an experimental class is taught using Webblog Media in the Problem Based Learning model using and XI IPA 5 as a control class that is taught using Power Point Media in the Problem Based Learning learning model based on HOTS evaluation . The analysis technique used is the mean difference test, the percent increase in learning outcomes, normality test, homogeneity test and hypothesis testing. The results obtained by the average value of the experimental and control classes in the pretest data were 36.25 and 27.25. The post-test scores for the experimental and control classes were 79 and 65.5. Data on the normality and homogeneity test obtained data were normally distributed and the data were homogeneous. The correlation test for the effect of using Webblog media in the Problem Based Learning model on student motivation and learning outcomes is the value of rxy = 0.754 which means there is a positive correlation between motivation and student learning outcomes.