The Effectiveness of the PBL Model Assisted by an IPAS Flipbook on Elementary School Students' Learning Outcomes
Abstract
This study aims to determine the effectiveness of the PBL model assisted by an IPAS (Natural and Social Sciences) Flipbook on elementary school students’ learning outcomes. A quantitative approach with a quasi-experimental design was employed, involving a control group and an experimental group. Data were collected through pretest and posttest instruments administered to both groups. The control group received conventional instruction, while the experimental group was taught using the PBL model assisted by an IPAS Flipbook. Data were analyzed using descriptive statistics, paired-samples t-test, and independent-samples t-test. The results showed that the control group’s mean score increased from 55.43 on the pretest to 66.79 on the posttest, while the experimental group’s mean score increased from 58.37 to 85.24. The paired-samples t-test indicated no significant difference in the control group (p>0.05), whereas a significant difference was found in the experimental group (p<0.05). These findings indicate that PBL assisted by an IPAS Flipbook is effective in improving elementary school students’ learning outcomes. Although previous studies have examined PBL and Flipbooks separately, research integrating both approaches into IPAS learning remains limited. This study highlights the potential of integrating PBL with digital learning media as an innovative instructional strategy for elementary education.