Problem-Based Learning Assisted by Virtual Role-Playing Exhibition Media for Pancasila Education Learning Outcomes in Elementary School
DOI:
https://doi.org/10.35445/alishlah.v18i3.7273Keywords:
Pancasila Education, problem-based learning, virtual exhibition, learning outcomes, elementary educationAbstract
Pancasila Education requires learning approaches that enable elementary students to understand and apply Pancasila values in meaningful contexts. This study examined the potential of Problem-Based Learning (PBL) assisted by Virtual Role-Playing Exhibition Media to improve fifth-grade students’ learning outcomes. A quasi-experimental nonequivalent control group design was employed with 50 fifth-grade students. The experimental group (n = 25) received PBL assisted by Virtual Role-Playing Exhibition Media, while the control group (n = 25) received Student Teams Achievement Divisions (STAD) instruction. Data were collected through pretest and posttest achievement tests and analyzed using descriptive statistics, Shapiro–Wilk and Levene’s tests, normalized gain (N-gain), and an independent-samples t test. The experimental group’s mean score increased from 45.80 to 79.00, whereas the control group increased from 46.80 to 73.60. The experimental group also achieved a higher mean N-gain (57.62%) than the control group (49.13%), representing a descriptive difference of 8.49 percentage points. The greater descriptive improvement in the experimental group suggests that integrating contextual problem solving with an interactive virtual exhibition environment may support students’ cognitive learning in Pancasila Education. However, the findings should be interpreted cautiously given the small sample, short intervention, and quasi-experimental design. Further research with larger samples and longer interventions is recommended.
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