PENGARUH MODEL PEMBELAJARAN INQUIRY DENGAN PENDEKATAN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) TERHADAP HASIL BELAJAR IPA SISWA KELAS V SEKOLAH DASAR KELURAHAN CIPETE SELATAN

ANANDA SALSABILLAH ZAHRA, . (2026) PENGARUH MODEL PEMBELAJARAN INQUIRY DENGAN PENDEKATAN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) TERHADAP HASIL BELAJAR IPA SISWA KELAS V SEKOLAH DASAR KELURAHAN CIPETE SELATAN. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Sekolah dasar (SD) merupakan tahapan pendidikan pertama yang sangat penting dalam membentuk dasar pengetahuan dan keterampilan anak-anak. Di jenjang ini anak-anak diperkenalkan pada konsep dasar dalam berbagai mata pelajaran, salah satunya adalah Ilmu Pengetahuan Alam (IPA) yang mampu mengasah kemampuan berpikir secara terstruktur. Pembelajaran IPA di sekolah dasar masih menghadapi berbagai kendala, seperti rendahnya hasil belajar siswa serta keterbatasan sumber belajar yang mendukung proses pembelajaran. Model pembelajaran Inquiry dapat meningkatkan keaktifan siswa dalam menemukan konsep, tetapi penerapannya memerlukan dukungan teknologi agar proses penyelidikan berlangsung lebih optimal. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Inquiry dengan pendekatan Technological Pedagogical Content Knowledge (TPACK) terhadap hasil belajar siswa pada materi rantai makanan. Penelitian menggunakan metode kuasi eksperimen dengan desain pretest-posttest control group design. Sampel penelitian berjumlah 60 siswa yang terdiri atas 30 siswa kelas eksperimen dan 30 siswa kelas kontrol. Data hasil belajar diperoleh melalui tes pretest dan posttest, kemudian dianalisis menggunakan uji Independent t-test. Hasil penelitian menunjukkan nilai signifikansi (2-tailed) sebesar 0,01 (α < 0,05), sehingga terdapat pengaruh model Inquiry Learning dengan pendekatan TPACK terhadap hasil belajar siswa pada materi rantai makanan. Penerapan seluruh sintaks Inquiry Learning yang didukung media digital mampu meningkatkan keterlibatan siswa dalam pembelajaran dan membantu siswa memahami konsep secara lebih bermakna. ***** Elementary school is the first stage of formal education that plays a crucial role in developing children's foundational knowledge and skills. At this level, students are introduced to fundamental concepts across various subjects, including Science, which fosters structured thinking skills. However, science in elementary schools still faces several challenges, such as low student learning outcomes and limited learning resources to support the instructional process. The Inquiry Learning model can enhance students' active participation in discovering concepts, but its implementation requires technological support to optimize the inquiry process. This study aimed to determine the effect of the Inquiry Learning model integrated with the Technological Pedagogical Content Knowledge (TPACK) approach on students' learning outcomes in the food chain topic. The study employed a quasi-experimental method using a pretest-posttest control group design. The sample consisted of 60 students, with 30 students in the experimental class and 30 students in the control class. Learning outcome data were collected through pretests and posttests and analyzed using an Independent t-test. The results showed a two-tailed significance value of 0.01 (α < 0.05), indicating that the Inquiry Learning model integrated with the TPACK approach had a significant effect on students' learning outcomes in the food chain topic. The implementation of all Inquiry Learning phases supported by digital media enhanced students engagement in learning and helped them develop a more meaningful understanding of the concepts.

Item Type:	Thesis (Sarjana)
Additional Information:	1) Dr. Tunjungsari Sekaringtyas, M.Pd 2) Dr. Prayuningtyas Angger Wardhani, M.Pd
Subjects:	Pendidikan > Pendidikan Dasar Sains > Sains, Ilmu Pengetahuan Alam
Divisions:	FIP > S1 Pendidikan Guru Sekolah Dasar
Depositing User:	Ananda Salsabillah Zahra .
Date Deposited:	24 Aug 2026 02:09
Last Modified:	24 Aug 2026 02:09
URI:	http://repository.unj.ac.id/id/eprint/72896

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