The Effectiveness of Conventional and Digitally Modified Problem-Based Learning (PBL) on Students’ Understanding of Disaster Mitigation Concepts
DOI:
https://doi.org/10.54069/attadrib.v9i3.1386Keywords:
Disaster Mitigation, Concept Understanding, Problem-Based Learning, Digital Media, Social Studies LearningAbstract
This study aimed to analyze students’ understanding of disaster mitigation concepts through conventional Problem-Based Learning (PBL) and digital media-based modified PBL, as well as compare the effectiveness of both learning models. This quantitative research employed a quasi-experimental method with a nonequivalent control group design involving 60 eighth-grade students at SMP Negeri 1 Banawa. Class VIII-B served as the experimental group, while class VIII-C served as the control group. Data were collected using a 40-item concept understanding test, observation, interviews, and documentation. Data analysis involved the Mann-Whitney U test, ANCOVA, Two-Way ANOVA, and N-Gain analysis. The results showed that the control group's mean score increased from 47.67 to 71.67, with an N-Gain of 0.46, while the experimental group's mean score increased from 48.58 to 81.83, with an N-Gain of 0.65. The posttest scores revealed a significant difference between the two groups (U = 149.000; p < 0.001). This difference remained significant after controlling for students' initial abilities (F = 30.70; p < 0.001; η²p = 0.350). Furthermore, the interaction between learning model and measurement time was significant (F = 25.48; p < 0.001). These findings indicate that digital media-based modified PBL is more effective than conventional PBL in improving students' understanding of disaster mitigation concepts, particularly in the extrapolation indicator.
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