Contribution of virtual field trip and spatial intelligence toward the improvement in science learning achievement of elementary school student's

Abstract

The purpose of this study was to determine the contribution of the virtual field trip (VFT) and spatial intelligence to improving the science learning achievement of elementary school students. The study was conducted at the Integrated Islamic Elementary School (SDIT) Alhikmah Depok, with a sample of 24 fifth-grade students in the first semester of 2018/2019. This research is an experimental type with a descriptive method. The research design uses One Group Pretest Posttest Design. Data were collected through student questionnaire responses to VFT, spatial intelligence tests, and science learning achievement tests. Analyzes were performed with quantitative data and correlation techniques. The results showed that (1) student's responses to VFT obtained an average of 4.16 in the good category, (2) student's spatial intelligence in the sufficient high category obtained by 13 students from a total of 24 student's in the range of scores 83, (3) the average pretest results from science learning achievement of 64.92 and post-test results 89.75 increased by 27.67% and indicated by N-gain of 0.73 high categories; (4) VFT's contribution to science learning achievement is 86.8%; (5) the contribution of spatial intelligence to science achievement was 84.4%; and (6) the contribution of VFT and spatial intelligence together to science learning achievement is 94.6%. The results of this study prove that virtual field trips and spatial intelligence make a good contribution to the improvement of science learning achievements of elementary school students in the ecosystem material.