EFEKTIVITAS MODEL PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) BERBANTUAN MEDIA AUGMENTED REALITY UNTUK MENINGKATKAN PEMAHAMAN KONSEP DAN MINAT BELAJAR SISWA PADA MATA PELAJARAN IPS KELAS V MI AL-HUDA KARANGNONGKO

Novi Selvia, NIM.: 23204082027 (2025) EFEKTIVITAS MODEL PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) BERBANTUAN MEDIA AUGMENTED REALITY UNTUK MENINGKATKAN PEMAHAMAN KONSEP DAN MINAT BELAJAR SISWA PADA MATA PELAJARAN IPS KELAS V MI AL-HUDA KARANGNONGKO. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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	Text (EFEKTIVITAS MODEL PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) BERBANTUAN MEDIA AUGMENTED REALITY UNTUK MENINGKATKAN PEMAHAMAN KONSEP DAN MINAT BELAJAR SISWA PADA MATA PELAJARAN IPS KELAS V MI AL-HUDA KARANGNONGKO) 23204082027_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf - Published Version Restricted to Registered users only Download (14MB) | Request a copy

Abstract

This study was motivated by the low level of conceptual understanding and learning interest among students in the Social Studies subject at MI Al-Huda Karangnongko. Based on interviews with teachers and fifth-grade students, the learning process still focuses on theoretical explanations without the support of visual media or interactive activities. This condition causes students to become easily bored, less focused, and less engaged in the learning process. The limited variety of learning media affects students’ conceptual understanding and learning interest; therefore, an innovative and engaging learning approach is needed to make the learning process more meaningful. This study aims to determine: (1) the effectiveness of the Student Teams Achievement Division (STAD) learning model assisted by Augmented Reality (AR) media in improving students’ conceptual understanding; (2) the effectiveness of the STAD model assisted by AR media in improving students’ learning interest; (3) significant differences in conceptual understanding between students who learn using the STAD model assisted by AR media and those who learn using conventional methods; and (4) significant differences in learning interest between students who learn using the STAD model assisted by AR media and those who learn using conventional methods. This research employed a quantitative approach with a quasi-experimental design of the Nonequivalent Control Group Design type. Data were collected through a conceptual understanding test and a learning interest questionnaire, then analyzed using validity, reliability, normality, and homogeneity tests, followed by Paired Sample t-test, Independent Sample t-test, and N-Gain analysis. The results showed that the implementation of the STAD model assisted by AR media had a significant effect on improving students’ conceptual understanding and learning interest. Based on the Paired Sample t-test, the results obtained were t = -26.218; Sig. (2-tailed) = 0.000 for conceptual understanding and t = -24.625; Sig. (2-tailed) = 0.000 for learning interest, indicating a significant difference between pretest and posttest in the experimental class. Meanwhile, the Independent Sample t-test results showed t = 8.412; Sig. (2-tailed) = 0.000 for conceptual understanding and t = 9.208; Sig. (2-tailed) = 0.000 for learning interest, indicating significant differences between the experimental and control classes. The average score of conceptual understanding increased from 53.18 to 90.91 with an N-Gain of 0.7339 (high category), while learning interest increased from 49.14 to 86.59 with an N-Gain of 0.706 (medium–high category). These findings confirm that the use of the Student Teams Achievement Division model assisted by Augmented Reality media is effective in improving stu

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