The Effect of the Probing Prompting Learning Model on Elementary Students’ Learning Outcomes in Science and Social Studies

Authors

DOI:

https://doi.org/10.18592/aladzkapgmi.v16i1.20454

Keywords:

Probing Prompting Learning Model; Learning Outcomes; Conceptual Understanding; Science and Social Studies; Islamic Elementary Education

Abstract

Students' low learning outcomes in Natural and Social Sciences (IPAS) remain a significant educational issue, as reflected in their limited conceptual understanding and reasoning skills. This condition is partly caused by teacher-centered learning practices that do not actively engage students in the learning process. This study aimed to examine the effect of the Probing Prompting learning model on the learning outcomes of fourth-grade students at MI Al Hikmah Bandar Lampung. The study employed a quantitative, quasi-experimental design with a pretest-posttest control group. The sample comprised 60 students, divided into an experimental and a control group. Data were collected through learning outcome tests and analyzed using normality and homogeneity tests, an independent-samples t-test, and N-Gain analysis. The results revealed a significant difference between the experimental and control groups (p = 0.023), indicating that the Probing Prompting learning model had a significant effect on students' learning outcomes. Descriptively, the experimental group showed a greater improvement in learning outcomes than the control group. These findings suggest that the Probing Prompting learning model can enhance students' active participation, reasoning skills, and conceptual understanding in IPAS learning. Therefore, this model can serve as an effective instructional strategy for improving students' learning outcomes in IPAS. The findings also highlight the importance of implementing active and student-centered learning models to enhance the quality of elementary education.

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Published

2026-06-10

How to Cite

Aji, J. S. D., & Amriyah, C. (2026). The Effect of the Probing Prompting Learning Model on Elementary Students’ Learning Outcomes in Science and Social Studies. Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 16(1), 85–98. https://doi.org/10.18592/aladzkapgmi.v16i1.20454