The Effect Of Assessment As Learning In Problem-Based Learning On The Scientific Attitudes And Learning Achievements Of Elementary School Students
DOI:
https://doi.org/10.17977/um038v9i12026p124-133Keywords:
Quizizz, Problem Based Learning (PBL), Scientific Attitude, Elementary School, learning achievementAbstract
This study aims to examine the effect of the Problem-Based Learning (PBL) model assisted by Quizizz on scientific attitudes and IPAS learning achievement of fifth-grade students. The study is motivated by the continued use of conventional teaching methods in elementary IPAS instruction, which have been considered less effective in fostering students’ scientific attitudes and learning achievement. A quantitative approach was employed using a quasi-experimental method with a posttest-only control group design. The population consisted of all fifth-grade elementary school students in the Singakerta Cluster, with samples selected through random sampling and assigned to experimental and control groups. The experimental group was taught using the Quizizz-assisted PBL model, while the control group received conventional instruction. Scientific attitude data were collected through questionnaires, whereas learning achievement was measured using multiple-choice tests. The results indicate that students taught using the Quizizz-assisted PBL model demonstrated superior scientific attitudes and IPAS learning achievement compared to those receiving conventional instruction, both simultaneously and partially
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