Penelitian ini meiliki tujuan untuk mengetahui pengaruh model pembelajaran Problem Based Learning (PBL) terhadap hasil belajar Pendidikan Pancasila dan Kewarganegaraan (PPKn) kelas V Sekolah Dasar Negeri. metode yang digunakan pada penelitian ini eksperimen dengan rancangan One-group pretest-postest. Adapun pola dari One-group pretest-postest. Hasil uji hipotesis menggunakan t-test diperoleh thitung(16,39) > ttabel(2,093), Dari hasil perhitungan effect size diperoleh sebesar 0,42. Sehingga dapat disimpulkan bahwa terdapat pengaruh penggunaan model problem based learnng terhadap hasil belajar pada pembelajaran Pendidikan Pancasila dan Kerawganegaaraan kelas V SDN Pondok pinang 05.

This study aims to examine the effect of reciprocal instruction and interpersonal intelligence on student learning outcomes. This research was conducted on UHO PGSD students who programmed the subject of Social Sciences elementary school in 2018/2019. This study used a quasiexperimental method, with a non-equivalent post-test control group design. The research sample was taken with simple random techniques. The experimental class and the control class each consisted of 47 students. The experimental class is taught with reciprocal learning models while the controls are traditional learning models. Each class was taken 27% or 26 students from each class as a sample. The sample determination was based on the division of high and low interpersonal intelligence, each of 27% of the total population. So that the total sample as a whole is 52 students. Before being given treatment, the two classes were first given an interpersonal intelligence questionnaire to obtain high and low intelligence data. Data on learning outcomes are obtained through multiple choice form tests. Before use, the questionnaire instrument and the test were first validated by content and constructs by education and psychology experts. then an empirical test is carried out, the result is a validity value of 0.91 and a reliability of 0.93. The research data were analyzed by descriptive and inferential analysis. Hypothesis testing is carried out with 2 way ANOVA. Then the normality and homogeneity tests were carried out as a prerequisite test for the hypothesis test. Furthermore, if there is interaction, further testing is carried out with the HSD test to find out the main effects of the treatment. Data processing results of this study were carried out with the help of the SPSS 20. The results showed that there were differences in student learning outcomes taught by reciprocal and traditional models. Furthermore, there is an interaction between learning models and interpersonal intelligence. Students who have high interpersonal intelligence have better learning outcomes than students who have low interpersonal intelligence. Thus it can be concluded that students who have high interpersonal intelligence taught by reciprocal models have better learning outcomes than students taught with traditional models

ABSTRACT With regards to findings of the study, it can be concluded that in general, (1) the use of Cooperative Learning strategy has given higher achievement in learning Civics than that of Expository one; (2) the use of Cooperative Learning strategy with learners of field independent learning style has effect in the form of higher achievement in learning Civics than that of Expository one; (3) the use of Cooperative Learning strategy with learners of field dependent learning style has effect in the form of lower achievement in learning Civics than that of Expository one; and (4) there is interaction between the use of learning strategy and learner's learning style on learner's achievement in learning Civics.

The purpose of this study was to study the effect of Brain-Based Learning and Project Based Learning strategies on the results of mathematics learning in students of visual learning styles in the Basic Mathematics Introduction course at the Teaching and Education Faculty at Halu Oleo University, Republic of Indonesia. This study uses an experimental research method designed with a post-test design. Student learning outcomes data were collected through tests and learning style data collected through questionnaires. Data were analyzed by ANOVA with Dunnet's further test. The results showed that the learning outcomes of students from the visual learning style group were taught the strategy of Brain-Based Learning higher than Project-Based Learning. The conclusion of the study shows that the student learning outcomes of the visual learning style group taught by the Brain-Based Learning strategy are higher than the Project Based Learning; Student groups with visual learning style preferences are more suitable to be applied with the Brain-Based Learning strategy.

The purpose of this study was to determine the effect of learning models and multiple intelligences on mathematics achievement. It was conducted at SMPN 5 Kendari, Southeast Sulawesi, Indonesia. The research method used a quasiexperimental design. Data on mathematics achievement and multiple intelligences were collected using multiple-choice tests. The collected data were analyzed using a two-way ANOVA. The findings of this study showed that student mathematics achievement taught with PBL model was higher than those taught with direct learning model; mathematics achievement of students with mathematical logic intelligence was higher than those with spatial intelligence; there was an effect of interaction between learning models and multiple intelligences on student mathematics achievement; mathematics achievement of students with spatial intelligence taught with PBL model was higher than students taught with direct learning model; mathematics achievement of students with mathematical logic intelligence taught by PBL model was higher than those taught with direct learning model; there was no significant difference in mathematics achievement between students with spatial intelligence and mathematical logic intelligence taught by PBL model; mathematics achievement of students with mathematical logic intelligence was higher than those with spatial intelligence taught by direct learning model.