Optimization IPAS Learning Outcomes through the Snowball Throwing Model Based on Animated Media among Elementary School Students

Theresyam Kabanga'; Jesika Jesika

doi:10.35445/alishlah.v17i4.7323

Optimization IPAS Learning Outcomes through the Snowball Throwing Model Based on Animated Media among Elementary School Students

Theresyam Kabanga', Jesika Jesika

Abstract

This study investigates the effectiveness of integrating the Snowball Throwing cooperative learning model with animated video media to improve learning outcomes in Integrated Natural and Social Sciences (IPAS) among elementary school students. The approach addresses low engagement and underachievement in IPAS learning under the Merdeka Curriculum. A two-cycle Classroom Action Research (CAR) was conducted with 13 fourth-grade students at UPT SDN 4 Makale Selatan. Instruments included observation sheets, interviews, and a validated IPAS achievement test. Data were analyzed using descriptive statistics, paired-sample t-tests, Cohen’s d, and normalized gain (N-Gain). Student performance improved significantly from Cycle I (mean = 66.92; mastery = 46.15%) to Cycle II (mean = 80.76; mastery = 92.30%). Statistical analysis showed a significant effect (t(12) = 6.24, p < .001) with a large effect size (d = 1.73) and moderate-to-high learning gain (N-Gain = 0.62). Improvements were also observed in students’ engagement, reasoning, and collaborative skills. The results demonstrate that combining Snowball Throwing and animated videos creates a student-centered, interactive learning environment. Animated media served as cognitive scaffolds, while the cooperative model fostered active inquiry and peer interaction. This integration aligns with social constructivist principles and supports 21st-century competencies, particularly critical thinking and collaboration.

Keywords

snowball throwing; animated video; IPAS; cooperative learning; elementary education

Full Text:

PDF

References

Azwar, S. (2012). Reliability and validity. Yogyakarta: Pustaka Pelajar.

Beno, R., Lee, K., & Harsono, J. (2022). Using the Snowball Throwing learning model to improve students’ engagement and achievement. Journal of Education Research, 10(2), 123–134.

Burns, A. (2020). Doing action research in English language teaching: A guide for practitioners. Routledge.

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction (4th ed.). Hoboken, NJ: Wiley.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.

Deci, E. L., & Ryan, R. M. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Press.

Firdausi, M. (2020). The application of Snowball Throwing learning to improve student activity. Journal of Elementary Education, 13(2), 200–210.

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data. American Journal of Physics, 66(1), 64–74.

Hasanah, F., & Fitri, R. (2023). Cooperative learning models in 21st-century classrooms: Strengthening critical and collaborative thinking. International Journal of Education and Pedagogy Studies, 5(2), 45–57.

Husni, M. (2021). The use of animation media in learning in the digital era. Journal of Educational Technology, 8(3), 112–121.

Islam, M. S., Rahman, M. M., & Rahaman, M. (2022). The impact of animated video-based instruction on student motivation and learning outcomes. Education and Information Technologies, 27(5), 6591–6610.

Kaur, G., & Singh, J. (2021). Educational animation as a pedagogical tool for enhancing science learning in primary schools. Asia-Pacific Education Review, 22(4), 671–683.

Kemmis, S., & McTaggart, R. (2014). The action research planner: Doing critical participatory action research. Springer.

Kemdikbudristek. (2022). Profil Pelajar Pancasila dalam Kurikulum Merdeka. Jakarta: Ministry of Education, Culture, Research, and Technology.

Kusumawati, D., & Lestari, M. (2021). Implementation of Snowball Throwing to improve student performance in social studies learning. Jurnal Pendidikan Dasar Indonesia, 6(1), 1–9.

Lin, C., & Chen, P. (2021). Cognitive and affective effects of animated learning media on elementary students’ science learning. Computers & Education, 167, 104173.

Liu, Y., Li, H., & Chen, J. (2022). Multisensory learning and cognitive engagement in digital classrooms: A meta-analysis. Computers in Human Behavior, 134, 107330.

Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.

Mulyasa, E. (2023). Implementation of the Merdeka Curriculum in Elementary Education. Bandung: Rosda.

Nguyen, T., Netto, C., Wilkins, J. F., Bröker, P., Vargas, E. E., & Schulte, J. (2021). Adaptive technology-enhanced learning: A systematic review. Computers & Education, 165, 104149.

Rahman, A., Nur, I., & Lolong, F. (2023). Contextual visualization in science learning: Developing animation media for elementary education. Indonesian Journal of Educational Media, 5(1), 15–27.

Reiser, R. A. (2022). The evolving role of instructional technology in the digital transformation of education. Educational Technology Research and Development, 70(2), 453–470.

Sari, N., & Rahardi, R. (2013). Active participation as a determinant of student learning achievement. Journal of Educational Practice, 4(6), 45–51.

Sari, W., Andayani, D., & Putra, H. (2021). Innovation and engagement in science learning: Addressing learning passivity in Indonesian primary schools. Jurnal Ilmiah Pendidikan Dasar, 8(2), 101–112.

Suparno, P. (2020). Constructivist philosophy in science education. Yogyakarta: Kanisius.

Sumarni, R., Wijayanti, N., & Koesnandar, A. (2022). The effect of cooperative learning with digital media on science achievement. International Journal of Instructional Media and Learning, 29(1), 55–70.

Suprijono, A. (2011). Cooperative learning: Theory and application of PAIKEM. Yogyakarta: Pustaka Pelajar.

Trilling, B., & Fadel, C. (2021). 21st Century Skills: Learning for life in our times. Jossey-Bass.

Ulfah, H., Fadhilah, A., & Ramadhan, D. (2023). Context-based animation media for science learning: Enhancing retention and emotional engagement. Journal of Educational Technology Development and Exchange, 16(2), 87–102.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Zhang, Y., Fang, Y., & Xie, Q. (2020). The effectiveness of multimedia-assisted cooperative learning in primary education. Journal of Computer Assisted Learning, 36(3), 380–392.

Zhang, Z., Chen, L., & Zhao, W. (2023). The synergy of animation and collaboration in STEM classrooms: A meta-synthesis review. Computers & Education Open, 5, 100104

DOI: https://doi.org/10.35445/alishlah.v17i4.7323