STRENGTHENING STUDENTS' COGNITION IN SCIENCE SUBJECTS IN ELEMENTARY SCHOOL BY USING POP UP BOOK MEDIA
DOI:
https://doi.org/10.52208/klasikal.v4i3.307Keywords:
Learning media, 3D media, Pop up book media, Strengthening cognitive, Learning scienceAbstract
This research is a study that uses a quantitative approach with a type of experimental research that aims to find out (1) an overview of the use of pop up book media towards strengthening the cognition of students of science students in class V SDN 36 Lasiai, Sinjai Regency, (2) knowing the picture of strengthening the cognition of students of science subjects class V SDN 36 Lasiai Sinjai Regency, (3) To find out the influence of the use of pop up book media in strengthening the cognition of students of science subjects class V SDN 36 Lasiai Sinjai District. Sampling using perposive sampling techniques with VA (experiment) classes and VB (control) classes, with a total of 29 students. Data collection techniques consist of tests, observations and documentation. Data were collected from the administration of the test and then analyzed statistically descriptively and inferentially statistically using the Independent sample
T-Test. The results of the research conducted, it was concluded that: (1) The learning process increased through the activities of students and teachers, (2) Strengthening student cognition after being given treatment showed an increase, (3) The results of inferential statistical analysis obtained probability values in the posttests of both groups, namely P = 0.002 smaller than α = 0.05. It can be concluded that the use of pop up book media has an influence on strengthening students' cognition in science class V subjects at SDN 36 Lasiai, East Sinjai District, Sinjai Regency.
Keywords: Learning media, 3D media, Pop up book media, Strengthening cognitive, Learning science
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Copyright (c) 2022 Erma Suryani Sahabuddin, Ahmad Syawaluddin, Nurmukhsin Ilyas, Andi Makkasau, Abdul Haling

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Klasikal: Journal of Education, Language Teaching and Science is licensed under a Creative Commons Attribution 4.0 International License.