Experiential Learning dalam Pembelajaran IPA: Dampaknya terhadap Motivasi Belajar dan Kemampuan Berpikir Kritis Siswa Kelas VI
DOI:
https://doi.org/10.54065/pelita.6.2.2026.1639Keywords:
Experiential Learning, Motivasi Belajar, Kemampuan Berpikir Kritis, IPAAbstract
Urgensi penelitian ini terletak pada pentingnya penerapan experiential learning untuk meningkatkan motivasi belajar sekaligus kemampuan berpikir kritis siswa dalam pembelajaran IPA. Penelitian ini bertujuan menganalisis pengaruh model Experiential Learning (EL) terhadap motivasi belajar dan kemampuan berpikir kritis siswa kelas VI pada materi rangkaian listrik, baik secara parsial maupun simultan. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi experiment tipe Pretest-Posttest Nonequivalent Control Group Design. Subjek penelitian dibagi ke dalam kelas eksperimen dan kelas kontrol. Jumlah siswa di kelas eksperimen sebanyak 38 siswa (16 laki-laki dan 22 perempuan) dan kelas kontrol sebanyak 38 siswa (17 laki-laki dan 21 perempuan). Data dikumpulkan melalui angket motivasi belajar dan tes kemampuan berpikir kritis yang telah memenuhi kriteria validitas dan reliabilitas. Angket motivasi belajar memiliki koefisien validitas sebesar 0,446-0,833 dan reliabilitas sebesar 0,940, sedangkan tes kemampuan berpikir kritis memiliki koefisien validitas sebesar 0,715-0,877 dan reliabilitas sebesar 0,863. Data dianalisis menggunakan Independent Sample t-Test dan Manova. Hasil penelitian menunjukkan bahwa terdapat perbedaan pengaruh yang signifikan antara model EL dan pembelajaran konvensional terhadap motivasi belajar (p = 0,001) dan kemampuan berpikir kritis (p = 0,001). Model EL juga memberikan pengaruh yang kuat terhadap motivasi belajar (effect size = 1,179) dan kemampuan berpikir kritis (effect size = 0,8). Selain itu, model ini berpengaruh signifikan secara simultan terhadap kedua variabel (Wilks’Ù < 0,001). Dengan demikian, model EL efektif meningkatkan motivasi belajar dan kemampuan berpikir kritis siswa sekolah dasar pada materi rangkaian listrik. Hasil penelitian ini mengimplikasikan bahwa model EL dapat dijadikan sebagai alternatif pembelajaran IPA yang mampu menciptakan pengalaman belajar yang lebih bermakna dan mendukung pengembangan kompetensi abad ke-21.
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Copyright (c) 2026 Francisca Muji Astuti, Tian Abdul Aziz, Tati Rajati
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