KEEFEKTIFAN MODEL PROBLEM-BASED LEARNING BERBANTUAN VIDEO ANIMASI TERHADAP KETERAMPILAN MENULIS NARASI SISWA SEKOLAH DASAR

Abstract

Narrative writing remains one of the most challenging language skills for elementary school students, while empirical evidence regarding the combined implementation of Problem-Based Learning (PBL) and animated videos remains limited. This study examined whether students who learned through PBL assisted by animated videos differed significantly in narrative writing performance from those who received direct instruction. A quantitative approach using a quasi-experimental posttest-only control group design was employed. The participants consisted of 55 fifth-grade students from SDN Rungkut Menanggal 1/582 Surabaya, including 28 students in the experimental class and 27 students in the control class. Data were collected through a narrative writing performance test and analyzed using an independent-samples t-test after the assumptions of normality and homogeneity had been satisfied. The experimental class obtained a higher mean score (47.61) than the control class (39.93); however, the difference was not statistically significant, t(53) = 1.665, p = .102. These findings indicate that PBL assisted by animated videos did not produce a statistically significant difference in students’ narrative writing performance under the conditions of this study. These findings suggest that the effectiveness of PBL assisted by animated videos may depend on instructional duration and implementation conditions in elementary school classrooms.

Keywords: Problem-Based Learning, Animated Video, Narrative Writing, Elementary School.