The Effect of Digital Media-Assisted CORE Model on Students' Science Conceptual Understanding

Nurkholis Khoirur Rokhim, Bambang Eko Hari Cahyono, Endang Sri Maruti

Abstract


The low understanding of science concepts among elementary school students in abstract materials such as changes in the state of matter requires contextual and interactive learning innovations. This study aimed to evaluate the effect of implementing the Connecting, Organizing, Reflecting, Extending (CORE) learning model assisted by digital media on the understanding of science concepts in fourth-grade elementary school students. The approach used was quantitative with a one-group pretest-posttest experimental design. Data were collected through a multiple-choice objective test instrument consisting of 20 items and analyzed using the paired samples t-test assisted by SPSS version 26. The results showed a significant increase in the students' average concept understanding score from 64.69 in the pre-test to 77.19 in the post-test. Hypothesis testing obtained a significance value (2-tailed) of 0.000 and a t-count value of 4.697 which was greater than the t-table of 2.131, meaning that H0 was rejected and Ha was accepted. The conclusion of this study is that the implementation of the CORE learning model assisted by digital media has a significant effect on improving the understanding of science concepts in fourth-grade elementary school students


Keywords


CORE Model; Digital Media; Science Conceptual Understanding

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DOI: https://doi.org/10.17509/jppd.v13i2.102003

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