PSPP Publisher Journals

This study investigates the effectiveness of integrating Problem-Based Learning (PBL) with animated videos to improve social studies learning outcomes for fifth-grade students at SDN 3 Mootilango, Gorontalo Regency. Employing a classroom action research design, the study involved two cycles of intervention, each incorporating PBL-based animated videos. The results show a significant improvement in student learning outcomes, with the percentage of students achieving the learning objectives increasing from 46% in the pre-action phase to 93% by the end of Cycle II. The findings suggest that this approach effectively engages students and enhances their understanding of social studies concepts. This study contributes to the literature by addressing gaps in the application of multimedia tools in education and provides practical insights for educators seeking to improve instructional strategies in social studies

Ishak, Irmawati D

Tahalu, Paramita

Copyright © 2021, Journal of Education Review Provision, Under the license CC BY-SA 4.0 | 
10  
 
 
 
Improving Social Studies Learning Outcomes 
Using PBL-Based Animated Videos in Elementary 
Schools 
Irmawati D Ishak1, Paramita Tahalu1 
1Elementary School Education Study Program, Faculty of Teacher Training and Education, 
University of Muhammadiyah Gorontalo, Indonesia  
Corresponding Email: paramitatahalu@gmail.com  
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Received: October 2, 2021 
 
 
 
Revised: November 19, 2021 
 
 
 
Accepted: November 26, 2021
INTRODUCTION 
Learning in schools is the most important activity because the success of education 
depends a lot on the effective learning process. For this reason, several theories are needed to 
design effective and efficient learning. The learning process is to determine the basic abilities of 
students. What is the center of attention of all elements related to education is the problem of low 
student learning outcomes, in some areas of course even learning is still very limited in terms of 
learning media and learning facilities. Therefore, student learning outcomes are very important 
to be considered by using various strategies. 
The cause of the low student learning outcomes is the lack of application of the learning 
model by the teacher as a teacher. So that it affects student learning outcomes, and students will 
be less active in the learning process or students often do other activities when the learning 
process is in progress. Students are also often in and out of class, and there is still a lack of 
seriousness in learning and lack of courage in expressing opinions. To overcome these problems, 
teachers must be able to use strategies in overcoming problems by using creative and innovative 
learning media and learning models so that in learning students do not get bored easily in 
receiving the material provided by the teacher while learning is in progress. To overcome these 
problems, teachers can use learning media in the form of animated videos and learning models 
such as Problem Based Learning. 
 
Journal of Education Review Provision 
Vol. 1, Issue 2, 2021 
Page 10-14 
DOI:  
 
  
 
Abstract. The purpose of this study was to improve student learning outcomes in social studies 
using animated video moves based on the Problem Based Learning Model in Class V SDN 3 
Mootilango, Gorontalo District. With the formulation of the problem whether the use of Problem 
Based Learning-based animated video can improve student learning outcomes in class V social 
studies subjects at SDN 3 Mootilango, Gorontalo District. Research subjects in Classroom Action 
Research (PTK) were students of class V with a total of 13 students consisting of 10 male students 
and 3 female students. And the main target in this study is to improve student learning outcomes 
in social studies subjects. The results of this study indicate an increase in the ability of students 
in completing assignments and evaluation questions both at each meeting and each cycle. This 
is shown in the learning outcomes of students who achieved learning completeness in the first 
cycle of learning completeness reached 62%, and at the second meeting it reached 77% and at 
the third meeting it increased to 93%. And it has exceeded the expected performance indicators. 
Keywords: Learning Outcomes, Motion Animation Videos, Social Studies Learning 
Copyright © 2021, Journal of Education Review Provision, Under the license CC BY-SA 4.0 | 
11  
 
Moving animation video is one of the learning media that is able to attract students' 
attention to focus more on receiving learning material, because moving animation videos present 
learning material in the form of animated videos that aim to provide opportunities for students 
to observe directly without having to be in the actual place. . While the Problem Based Learning 
model or problem solving model, is a learning model that involves students in identifying 
problems and trying to find solutions to solve them, through the stages of the scientific method 
so that students are able to learn knowledge related to problems and students are expected to 
have skills in solving problems. uses a stage of work that emphasizes how students plan an 
experiment to answer a series of questions. 
According to Dimyati (2013) "learning outcomes are the result of an interaction between 
acts of learning and acts of teaching. From the teacher's point of view, the act of teaching ends 
with the process of evaluating learning outcomes. From the student's perspective, learning 
outcomes are the end of learning and the peak of the learning process. While Thaib (2013) says 
that learning outcomes are the results of learning efforts achieved by a student in the form of a 
skill from academic learning activities at school for a certain period of time which is recorded at 
the end of each semester in the evidence of a report called a report card. 
Social studies education in Indonesia cannot be separated from the 1975 curriculum 
document which contains social studies as a subject for education in primary and secondary 
schools. The idea of social studies in Indonesia has also adopted and adapted from a number of 
thoughts on the development of social studies that occurred abroad, especially the development 
of NCSS as a professional organization whose influence is quite large in advancing social studies 
and has even been able to influence the government in determining school curriculum policies 
(Sapriya, 2012). 
As formulated in the communication forum II HISPIPSI in 1991 in Yogyakarta, according 
to the version of primary and secondary education as follows: "Social Studies education is a 
simplification or adaptation of the social sciences and humanities disciplines, as well as basic 
human activities that are organized and presented scientifically and pedagogically/ psychology 
for educational purposes”. S. Nasution defines social studies as a lesson which is a fusion or blend 
of a number of social subjects. It is stated that social studies is part of the school curriculum 
related to the role of humans in society which consists of various subjects of history, economics, 
geography, sociology, anthropology, and social psychology (Tusriyanto, 2013) 
According to Santoso, (2014), Social Studies is an integrated study of the social sciences 
and humanities in developing the potential of citizenship. Social Studies is coordinated as a 
discussion that is built from several disciplines such as: Anthropology, Archeology, Economics, 
Geography, History, Law, Philosophy, Political Science, Psychology, Religion and Sociology, 
besides that it also covers material on the humanities, Mathematics and Natural Sciences 
systematically . Santoso, (2014) also said that Social Studies is designed to help students explain 
their world. There are two most important developments in childhood, namely organization and 
adaptation. By organizing, children can basically understand and clarify something by the way 
how it is done. Adaptation (adjustment) refers to the process of accommodation to the 
environment. A child who starts school means that he is ready to adapt through conversation, 
dress, rules at home and so on. Schools are designed to expand adaptation through formal 
learning processes. These processes include intellectual, social, emotional and physical aspects. 
Thus, social studies can be defined as a simplification or adaptation and combination of 
various social sciences and humanities as well as social knowledge that is packaged and 
presented scientifically and psychologically for educational purposes. Social Studies is a field of 
study or subject that is carried out both in basic education and in education to examine the 
symptoms and social problems that exist in society. 
Rusman (2016) argues that "video is a series of motion pictures accompanied by sound 
that form a unified series into a plot, with messages in it for the achievement of learning 
objectives, which are stored on tape and diskette media". Video media is an intermediary medium 
Copyright © 2021, Journal of Education Review Provision, Under the license CC BY-SA 4.0 | 
12  
 
for presenting material, which is absorbed through sight and hearing to help students acquire 
certain knowledge, skills, or attitudes. 
As Yunita (2017) said that video media is a set of components that are able to display both 
images and sound at the same time. Video can display images as well as sound that can attract 
students' attention so that students will not feel bored. Meanwhile, Fathurohman (2014) argues 
that animation is a medium that combines audio and visual with storytelling using animation 
steps or often called cartoons. The use of animation in integrated learning is a step to provide 
convenience for teachers in applying learning materials according to their roles and functions. 
Based on the opinions of these experts, it can be concluded that video is a moving image 
accompanied by sound so that it can be said that video is an audio visual that can be used as a tool 
to convey messages or subject matter so that students are easy to understand the material 
presented by the teacher. Video is usually factual or fictitious, which contains sound elements and 
image elements. Sound elements such as narration, dialogue, music, while visual elements such 
as animation, photos, and so on. 
Problem Based Learning or better known as PBL is a learning model by making 
confrontations or comparisons to students with practical problems, in the form of ill-structured 
(unstructured), or open-ended (Open) through stimuli in learning. According to Rusman (2016) 
Problem Based Learning has the following characteristics; (1) learning begins with a problem, (2) 
ensures that the problems given are related to the real world of students, (3) organizes lessons 
around problems, not around discipline. science, (4) giving full responsibility to students in 
experiencing directly their own learning process, (5) using small groups, and (6) requiring 
students to demonstrate what they have learned in the form of products or performance. Thus, 
students are expected to have a complete understanding of the material formulated in the 
problem, mastery of positive attitudes, and skills gradually and continuously.  
METHODS 
This research is a type of classroom action research. Classroom Action Research (CAR) is a 
reflective research. Research activities depart from real problems faced by teachers in the 
teaching and learning process, then reflect on alternative problem solvers and follow up with 
planned and measurable concrete actions (Sutama, 2016). Thus Classroom Action Research can 
be interpreted as an observation of teaching and learning activities in the form of an action, which 
is deliberately carried out in the classroom together. 
This type of research uses classroom action research, in accordance with the objectives of 
classroom action research, namely improving conditions that are not yet good, in this study there 
are two cycles, and each cycle goes through four stages namely (1) planning, (2) implementation, 
(3) observation and (4) reflexes. The research design used refers to the Kemmis and MC Taggart 
models. Kemmis and Mc Taggart's research model shows that there are four rarities in one cycle, 
after the fourth rarity returns to the first and so on, although the nature is different, the second 
and third rarities are carried out together. The four steps include planning, implementing, 
observing and reflecting, while the modification lies in pre-action. Pre-action is an activity carried 
out before cycle I. In this activity the researcher makes observations about the conditions in the 
classroom, the following is an explanation of the four series of activities in classroom action 
research.  
RESULTS AND DISCUSSION 
Based on the results of classroom action research that has been carried out, it can be 
concluded that the use of animated moving videos based on the Problem Based Learning model 
can improve student learning outcomes in social studies subjects for class V SDN 3 Mootilango, 
Gororntalo Regency. Because from the results of the study, the level of completeness of student 
learning outcomes in the initial observation was 46%, then in the first cycle it increased to 77% 
and in the second cycle it experienced a very significant increase, reaching 93%. So the level of 
completeness of student learning outcomes from cycle I to cycle II an increase of 16%, therefore 
Copyright © 2021, Journal of Education Review Provision, Under the license CC BY-SA 4.0 | 
13  
 
the desired performance indicator of 80% has been achieved for completeness of student 
learning outcomes, because at the end of the cycle it has reached the specified target of 93%. 
Table 1. Student learning outcomes in cycle I and cycle II 
 
 
 
Source: Processed primary data (2021) 
From the table above, it can be seen that the student learning outcomes who completed 
the pre-action were 6 students from 13 students or 46%, then in the first cycle as many as 10 
students or 77%. In the first cycle it was not completed because it was still below the target of the 
research success indicator, which had to reach 80% of the predetermined KKM standard. Then 
the researchers carried out the second cycle of action. In the second cycle, there was an increase 
in learning outcomes that had completed 12 students or 93% and those who were not completed 
were 1 student or 7% of the 13 students as research subjects. The results showed an increase in 
student learning outcomes in using animated moving videos based on the Problem Based 
Learning model in two cycles for 6 meetings, students were able to achieve the criteria for 
completeness. Or have reached the expected performance indicators of 80% 
CONCLUSIONS  
Based on the results of classroom action research that has been carried out, it can be 
concluded that the use of animated moving videos based on the Problem Based Learning model 
can improve student learning outcomes in social studies subjects for class V SDN 3 Mootilango, 
Gororntalo Regency. Because from the results of the study, the level of completeness of student 
learning outcomes in the initial observation was 46%, then in the first cycle it increased to 77% 
and in the second cycle it experienced a very significant increase, reaching 93%. So the level of 
completeness of student learning outcomes from cycle I to cycle II an increase of 16%, therefore 
the desired performance indicator of 80% has been achieved for completeness of student 
learning outcomes, because at the end of the cycle it has reached the specified target of 93%.   
SUGGESTION 
 Based on the results of the study, there are several suggestions that need to be considered 
by teachers in using animated moving videos based on the Problem Based Learning model to 
improve student learning outcomes, namely; (1) Teachers should pay more attention to student 
activities when providing material so that students will focus on learning and assignments given 
to students; (2) To further improve student learning outcomes, teachers should be able to choose 
alternative media and appropriate learning models in order to create a pleasant learning 
atmosphere; (3) Moving animation learning media and Problem Based Learning models can be 
used to improve student learning outcomes in social studies learning. The results of this study 
are based on several previous research works. Hopefully it will be a source of inspiration for the 
birth of the next intellectual works. This research is still far from perfect and to further refine this 
research, it is necessary to conduct further research that is better and more in-depth in order to 
get an accurate and comprehensive conclusion 
REFERENCES 
Dimyati & Mudjiono. (2013). Belajar Dan Pembelajaran. Jakarta: Rineka Cipta 
Fathurohman, I., Nurcahyo, A. D., & Rondli, W. S. (2014). Film Animasi Sebagai Media 
Pembelajaran Terpadu Untuk Memacu Keaksaraan Multibahasa Pada Siswa Sekolah 
Dasar. Refleksi Edukatika: Jurnal Ilmiah Kependidikan, 4(1). 
Rusman. (2016). Model-Model Pembelajaran. Jakarta: Rajawali Pers 
No Component Pre Cycle I Cycle II 
1 Completed Learning 46% 77%  93% 
2 Not finished 54% 23%  7% 
 TOTAL  100% 100% 100% 
Copyright © 2021, Journal of Education Review Provision, Under the license CC BY-SA 4.0 | 
14  
 
Santoso, A. B. (2014). Keefektifan Pembelajaran Mengunakan Media CD Pembelajaran Pada Mata 
Pelajaran Pada Mata Pelajaran IPS Kelas V SD. Jurnal Mitra Swara Ganesha 1(1) 
Sapriya. (2012). Pendidikan IPS (Konsep dan Pembelajaran). Bandung: Remaja Rosdakarya. 
Sutama. (2016). Metode Penelitian Pendidikan. Cetakan Ke Tiga. Surakarta: Fairuz Media 
Thaib, E. N., (2013). Hubungan Antara Prestasi Belajar Dengan Kecerdasan Emosional. Jurnal 
Ilmiah Didaktika. 7(2): 384-99 
Tusriyanto. (2013). Ilmu Pengetahuan Sosial (IPS) 1. Bandar Lampung: Anugrah Utama Raharja 
(AURA) 
Yunita.  (2017). Pengaruh Media Video Pembelajaran Terhadap Hasil Belajar IPA Ditinjau Dari 
Keaktifan Siswa. Jurnal LP3M Universitas Sarjanawiyata Taman Siswa Yogyakarta. 3(2): 
153-160 


English

Improving Social Studies Learning Outcomes Using PBL-Based Animated Videos in Elementary Schools

The problem in this study is "Can using the Numbered Head Together learning model improve the ability to read aloud students in class III SDN 1 Bone Raya Bone Bolango Regency?" The purpose of this study was to improve the students' ability to read aloud through the Numbered Head Together learning model in class III SDN 1 Bone Raya, Bone Bolango Regency. The method used in this research is Classroom Action Research (CAR) which is carried out in 2 cycles. Data collection techniques in this study were in the form of teacher activity observation, student activity observation, interviews, tests, and documentation. Initial observations of the students' average ability in reading aloud (33%) or 5 students who completed and (67%) or 10 students who had not finished. In the implementation of the first cycle class action, only 11 students (73%). In the second cycle increased to 13 people (87%). From the results of the research and discussion carried out, the research on Students' Reading Aloud Ability through the Numbered Head Together Learning Model in Class III SDN 1 Bone Raya, Bone Bolango Regency increased

Not a member yet

Improving Social Studies Learning Outcomes Using PBL-Based Animated Videos in Elementary Schools

Teacher's Role in Applying Audio Visual Media in Science Learning

0

0