Pengaruh Penerapan Model Engineering Design Challenge Terhadap Pemahaman Konsep Materi Energi pada Siswa Kelas III SD IT Ukhuwah Islamiah

Abstract

Penelitian ini mengkaji pengaruh model Engineering Design Challenge (EDC) terhadap pemahaman konsep energi pada siswa kelas III SD IT Ukhuwah Islamiah. Studi ini dilatarbelakangi oleh tantangan dalam mengajarkan konsep abstrak dalam sains di jenjang sekolah dasar, khususnya materi energi, di mana pendekatan konvensional sering kali kurang efektif meskipun minat siswa tergolong tinggi. Penelitian menggunakan metode kuantitatif dengan desain pra-eksperimental One Group Pretest-Posttest, melibatkan 25 siswa yang dipilih melalui teknik purposive sampling. Pengumpulan data dilakukan melalui tes pilihan ganda, lembar observasi, dan wawancara semi-terstruktur dengan siswa dan guru. Analisis data menggunakan Wilcoxon Signed-Rank Test karena distribusi data tidak memenuhi asumsi normalitas. Hasil penelitian menunjukkan peningkatan signifikan pemahaman siswa terhadap konsep energi setelah penerapan model EDC, dengan nilai signifikansi sebesar 0,000 (p < 0,05). Model EDC, yang berlandaskan pendekatan konstruktivis dan pembelajaran kontekstual, terbukti mampu menumbuhkan pemikiran kritis dan ketekunan siswa melalui kegiatan proyek langsung. Temuan ini menegaskan efektivitas EDC dalam memperkuat aspek kognitif, afektif, dan sosial dalam pembelajaran, sehingga dapat menjadi alternatif pembelajaran sains yang relevan dan aplikatif di tingkat sekolah dasar, khususnya untuk materi konseptual seperti energi.

This study examines the impact of the Engineering Design Challenge (EDC) model on third-grade students’ understanding of energy concepts at SD IT Ukhuwah Islamiah. The research is motivated by the challenges of teaching abstract scientific concepts at the elementary level, particularly energy, where conventional methods often prove ineffective despite students’ high interest. The study employed a quantitative approach using a pre-experimental One Group Pretest-Posttest design, involving 25 students selected through purposive sampling. Data were collected using multiple-choice tests, observation sheets, and semi-structured interviews with both students and teachers. Data analysis was conducted using the Wilcoxon Signed-Rank Test due to the non-normal distribution of the data. The results indicate a significant improvement in students’ understanding of energy concepts after the implementation of the EDC model, with a significance value of 0.000 (p < 0.05). The EDC model, grounded in constructivist and contextual learning approaches, has been shown to foster critical thinking and perseverance through hands-on project activities. These findings confirm the effectiveness of the EDC model in enhancing the cognitive, affective, and social dimensions of learning, making it a relevant and practical alternative for science education at the elementary level, particularly for conceptual and applied topics such as energy.