The Effectiveness of Diorama-Assisted Project-Based Learning in Improving Elementary School Students’ Natural and Social Sciences Learning Outcomes on Food Chain Concepts
Abstract
This study aims to examine the effectiveness of the Project-Based Learning (PjBL) model assisted by diorama media on students' cognitive learning outcomes regarding the topic of Food Chains in the Natural and Social Sciences (IPAS) subject among fifth-grade students at SDN 04 Petanjungan. This research employed a quasi-experimental method using a non-equivalent control group design. The sample comprised 40 students divided into an experimental group (Class V A, ) implementing diorama-assisted PjBL and a control group (Class V B, ) receiving conventional instruction. Cognitive learning outcomes, serving as the primary outcome variable, were measured using a valid and reliable 20-item multiple-choice test (). Diorama creation and observation checklists served strictly as instructional learning activities and process-oriented data to monitor treatment implementation. Data were analyzed using descriptive and inferential statistics, specifically the Independent Samples t-Test and normalized gain (N-Gain) score analysis. The findings revealed that the post-test mean score of the experimental group () was significantly higher than that of the control group (), with (). The mean N-Gain score for the experimental group was (classified as high/effective), whereas the control group recorded (classified as moderate). In conclusion, the implementation of the PjBL model assisted by diorama media is effective in enhancing elementary school students' cognitive learning outcomes in science.
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