PENGARUH PENERAPAN TEORI GESTALT TERHADAP PENINGKATAN KEMAMPUAN PEMAHAMAN MASALAH SOSIAL PESERTA DIDIK PADA PEMBELAJARAN IPS DI SMPN 24 SURABAYA

Abstract

This study aims to analyze the effect of applying Gestalt Theory on improving students' ability to understand social
issues in social studies classes at SMP Negeri 24 Surabaya. The study employed a quantitative approach using a
quasi-experimental design involving an experimental class and a control class, each consisting of 28 students. Data
were collected through multiple-choice tests (pretest and posttest), questionnaires, and documentation that had been
tested for validity and reliability. Data analysis used prerequisite tests (normality and homogeneity) and a nonparametric hypothesis test (Mann-Whitney U Test), supplemented by an N-Gain test to measure treatment
effectiveness. The results indicate that the application of Gestalt Theory is significantly more effective in enhancing
students' understanding of social issues compared to conventional learning. This is evidenced by the Mann-Whitney
significance value of 0.000 < 0.05 and the experimental group's N-Gain of 83%, classified as effective, while the
control group obtained only 13.96%, classified as ineffective. All students in the experimental class (100%) reached
the high category in the posttest. The application of four Gestalt principles (Pragnanz, Similarity, Closure, and
Figure-Ground) was proven to create meaningful, contextual, and participative learning, significantly contributing to
building comprehensive and integrated understanding of social issues.