The Influence of 'Push-in Pull-out' Learning Model on Students' Learning Outcomes viewed from Academic Capability

Abstract

The purpose of this study was to see the effect of the push-in pull-out learning model on student learning outcomes in science subjects in terms of academic competence at madrasah ibtidaiyah an inclusive school in Central Java Indonesia including; 1) the effect of critical thinking skills on student learning outcomes, 2) the influence of academic ability on learning outcomes students and 3) whether there is an interaction between the learning model and students' critical thinking skills. Academic competence includes the cognitive domain, psychomotor domain, and affective domain. The object of the research was the student of MI Ma'arif Keji and MI Muhammadiyah Kartasura in grade fifth in the academic year 2020/2021. The research method used was quasi-experimental research with an t-test analysis. By using a significance level of 5% for hypothesis testing, this study found three findings; 1) the push-in pull-out learning model had a significant influence on student's learning outcomes in psychomotor and affective domains, 2) student's academic capability did not influence their learning outcomes, and 3) there is no interaction between push-in pull-out learning model and academic capability.