PENGARUH MEDIA GAMBAR TERHADAP PRESTASI BELAJAR IPAS SISWA KELAS V SDN 4 ANJANI

Abstract

Natural and Social Sciences (IPAS) learning in elementary schools is often faced with the obstacle of low students' conceptual understanding due to the dominance of conventional teaching methods and the minimal use of contextual visual media. This study aims to analyze the effect and effectiveness of using concrete picture media on improving elementary school students' IPAS Learning Achievement in food chain topics. This quantitative research utilized a Pre-Experimental design of the One Group Pretest-Posttest type with 29 fifth-grade students as research subjects. Data collection was conducted through a multiple-choice test based on validated conceptual understanding indicators, administered before and after the learning intervention. Data analysis employed descriptive statistics, the Shapiro-Wilk normality test, the Wilcoxon Signed-Rank non-parametric hypothesis test, and the Normalized Gain (N-Gain) test. The results showed a significant increase in the students' average Learning Achievement score, rising from 46.21 in the pretest to 90.34 in the posttest. The Wilcoxon test analysis yielded an Asymp. Sig. (2-tailed) value of 0.000 (p < 0.05), confirming that the treatment using concrete picture media had a significant effect on student Learning Achievement. Furthermore, the average N-Gain score of 0.8282 (82.82%) indicates that the use of concrete picture media falls into the high category and is highly effective in learning. In conclusion, the integration of concrete picture media is empirically proven to transform abstract understanding into more concrete forms, thereby optimally improving IPAS learning achievement. The implications of this study suggest that elementary school teachers utilize concrete picture media as an interactive visual learning strategy to overcome verbalism and enhance the quality of science education at the primary level.