Improving Elementary Students' IPAS Learning Outcomes through the PQ4R Strategy

Abstract

The purpose of this study is to ascertain how learning motivation and PQ4R (Preview, Question, Read, Reflect, Recite, Review) learning strategies affect the learning results of third-grade social studies students at SDIT Ibnu Sina Palopo. The study employs an ex post facto quantitative methodology. There were 17 students in grade III that made up the study's population and sample. Multiple-choice assessments on IPAS learning outcomes, observation sheets, and learning motivation questionnaires were used to gather data. With the aid of the SPSS software, data is analyzed using multiple linear regression and descriptive statistics. The results indicated that the learning outcomes of IPAS were in the good category with an average score of 80.59, students' learning motivation was in the very high category with an average score of 82.59, and the application of the PQ4R strategy was in the good category with an average score of 78.24. With a significance value of 0.001 (< 0.05) and a determination coefficient value (R²) of 0.638, the hypothesis test findings demonstrated that the PQ4R learning technique and learning motivation concurrently had a substantial impact on social studies learning outcomes. Learning motivation (Sig. = 0.010) and PQ4R learning techniques (Sig. = 0.012) both significantly affected social studies learning outcomes. Thus, SDIT Ibnu Sina Palopo third-grade students' social studies learning results are improved by PQ4R's learning approach and learning motivation.