Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar siswa dalam mata Pelajaran IPAS, yang disebabkan oleh penggunaan model pembelajaran yang kurang bervariasi dan tidak cukup melibatkan siswa secara aktif. Tujuan dari penelitian ini yaitu untuk mengetahui apakah terdapat perbedaan dan peningkatan (N-Gain) hasil belajar siswa yang memperoleh model pembelajaran collaborative learning pada kelas eksperimen dengan siswa yang memperoleh model direct intruction pada kelas control. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian kuasi-eksperimen dan non-equivalen control group. Variabel dalam penelitian ini adalah model collaborative learning sebagai variabel bebas dan hasil belajar siswa sebagai variabel terikat. Subjek penelitian ini adalah siswa kelas V SD Negeri 1 Winduhaji. Data dikumpulkan melalui tes berupa pretest dan posttest dengan 40 soal pilihan ganda. Data yang diporel lalu dianalisis menggunakan uji prasyarat statistik yaitu uji normalitas, uji homogenitas, uji hipotesis dan uji N-Gain. Hasil perhitungan uji hipotesis data posttest diperoleh nilai thitung = 4,737 dan ttabel = 2,011 (thitung > ttabel). Maka dapat disimpulkan bahwa H1 diterima dan H0 ditolak, hal ini menunjukan bahwa terdapat perbedaan hasil belajar siswa yang memperoleh model pembelajaran collaborative learning pada kelas eksperimen dengan siswa yang memperoleh model direct instruction pada kelas kontrol. Sedangkan perhitungan N-Gain menunjukan bahwa hasil di kelas eksperimen sebesar 0,71 dan kelas kontrol sebesar 0,55. Maka dapat disimpulkan bahwa terdapat peningkatan hasil belajar siswa yang memperoleh model pembelajaran collaborative learning pada kelas eksperimen dengan siswa yang memperoleh model direct instruction pada kelas kontrol.

Kata Kunci : Hasil Belajar Siswa, Model Collaborative Learning, IPAS

This research was motivated by the low learning outcomes of students in the IPAS subject, which were caused by the lack of variation in teaching models and the insufficient active involvement of students in the learning process. The purpose of this study was to determine whether there is a difference and an improvement (N-Gain) in students’ learning outcomes between those who received the collaborative learning model in the experimental class and those who received the direct instruction model in the control class. This study employed a quantitative approach with a quasi-experimental research design using a non-equivalent control group. The variables in this study were the collaborative learning model as the independent variable and students’ learning outcomes as the dependent variable. The subjects of this study were fifth-grade students at SD Negeri 1 Winduhaji. Data were collected through tests in the form of pretests and posttests consisting of 40 multiple-choice questions. The collected data were then analyzed using prerequisite statistical tests, including normality test, homogeneity test, hypothesis test, and N-Gain test. The results of the hypothesis test on the posttest data showed a t value (tₕ) of 4.737 and a t table (tₜ) value of 2.011 (tₕ > tₜ). Therefore, it can be concluded that H₁ is accepted and H₀ is rejected, indicating that there is a significant difference in the learning outcomes of students who received the collaborative learning model in the experimental class compared to those who received the direct instruction model in the control class. Furthermore, the N-Gain calculation showed that the experimental class achieved an N-Gain score of 0.71, while the control class achieved a score of 0.55. Thus, it can be concluded that there was an improvement in students’ learning outcomes in the experimental class using the collaborative learning model compared to the control class using the conventional direct instruction model.

Keywords: Student Learning Outcomes, Collaborative Learning Model, IPAS