How to cite:

Nurlaini. (2021). Application Of The Learning Cycle Model With Video

Media In Improving The Quality Of Learning Ips For Students. Journal

Eduvest. 1(7): 568-576

E-ISSN:

2775-3727

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https://greenvest.co.id/

Eduvest – Journal of Universal Studies

Volume 1 Number 7, July 2021

p- ISSN 2775-3735- e-ISSN 2775-3727

APPLICATION OF THE LEARNING CYCLE MODEL WITH VIDEO MEDIA IN

IMPROVING THE QUALITY OF LEARNING IPS FOR STUDENTS

Nurlaini

SD Negeri 32 Sungai Jariang Kecamatan Lubuk Basung

Kabupaten Agam

E-mail: nurlaini_13yahoo.co.id

ARTICLE INFO ABSTRACT

Received:

June, 28

2021

Revised:

July, 9

2021

Approved:

July, 14

2021

Improving the quality of social studies learning consists of

improving teacher skills, student activities, and learning

outcomes. Data on student learning outcomes showed as

many as 21 students (70%) of the 30 students did not

complete the KKM (64). This happens because the teacher

has not been optimal in using learning models and media,

causing student activity and learning outcomes to be low.

Therefore, it is necessary to improve the quality of social

studies learning through the application of the Learning

Cycle model with video media. The purpose of this study

was to improve the quality of social studies learning

through the Learning Cycle model with video media for fifth

grade students at SDN 32 Sungai Jaring. This study used

classroom action research which was carried out in three

cycles, each cycle consisting of one meeting with four

stages, namely planning, implementation, observation, and

reflection. The results of the reflection as planning for the

next cycle. The subjects of this study were teachers and 30

fifth grade students at SDN 32 Sungai Jaring. Data collection

techniques using test and non-test techniques were

analyzed with descriptive and qualitative descriptive

statistical techniques. The results showed that the teacher's

skills in the first cycle obtained good criteria, the second

cycle obtained very good requirements, and the third cycle

obtained very good requirements. Student activities in

cycle I got good criteria, cycle II got good criteria, and cycle

III got very good criteria. Student learning outcomes in

Nurlaini

Application of the learning cycle model with video media in improving the

quality of learning IPS for students 569

cycle I obtained sufficient criteria, cycle II obtained good

criteria, and cycle III obtained excellent criteria. The

conclusion of this research is the Learning Cycle model with

video media can improve the quality of social studies

learning for class V SDN 32 Sungai Jaring.

KEYWORDS

IPS, Quality of Learning, Learning Cycle, Videos

This work is licensed under a Creative Commons

Attribution-ShareAlike 4.0 International

INTRODUCTION

The quality of education is the responsibility of all parties involved in the world of

education, especially for a teacher (Firdianti, 2018). Teachers should create an innovative

and fun learning process for students (Trinova, 2012). To face the tough challenges of the

life of a global society that is always changing, students need Social Science subjects

designed to develop knowledge, understanding, and analytical skills on the social

conditions of society in entering a dynamic social life.

Social Sciences (IPS) is a science that examines a set of events, facts, concepts, and

generalizations related to social issues (Naja, 2018). At the SD/MI level, social studies

subjects include Geography, History, Sociology, and Economics. Students are directed to

be able to become citizens of Indonesia that are democratic, and responsible, as well as

citizens of the world who love peace (Afandi, 2011). Social studies subjects are arranged

systematically, comprehensively, and integrated into the learning process towards maturity

and success in life in society (Rahmawati, 2013). With this approach, it is hoped that

students will gain a broader and deeper understanding of the related field of science.

Teachers must properly know the objectives of social studies learning so that in the future

they can guide students to be able to face the tough challenges in the life of the global

community (Rudi Riawan, Fitriyani, n.d.).

Based on the academic text of the study of the social studies curriculum policy, it

was found that there were several problems in the implementation of the standard social

studies subject content, namely the teacher was still oriented towards textbooks and did not

refer to the curriculum document, the time allocation given was quite short or less

proportional, while the material that had to be given was quite a lot, lessons still tend to

memorize, the methods applied by teachers tend to be teacher activities, not student

activities so that learning is still teacher-centered (Salay, 2019).

The results of the initial reflection with partner teachers on September 22, 2014,

through observation data and field notes obtained during the implementation of the Field

Experience Practice (PPL) that the quality of social studies learning is still not optimal, it

can be seen from the teachers who have used learning models but have not varied and have

used learning media such as images that can arouse students' interest and curiosity but their

utilization is not maximized. Learning still emphasizes the memorization aspect, namely

the teacher records the material on the blackboard then students copy and memorize the

social studies learning material so that students do not understand the content of the

material presented by the teacher. So the learning is still teacher-centered (FEBRIANA

LUSI HAPSARI, 2013).

In addition, teachers in presenting material are still oriented from student handbooks

and have not utilized other learning resources such as teacher handbooks, modules, and

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other teaching materials (Asri, 2017). This causes student activity to below, marked by 
student interest in participating in learning is still lacking and tends to feel bored when 
participating  in  classroom  learning  (Kristin,  2016).  During  group  discussion  activities, 
some groups can work well together, but there are groups that are less able to cooperate 
with their members (NADIA SIWI HAPSARI, 2014). Only a few students in the group 
want to work on the group worksheets are given by the teacher, the other members tend to 
be passive and still rely on their smart friends. 
This is supported by data from the learning outcomes of fifth-grade students at SDN 
32 Sungai Jaring in social studies learning that has not yet fully reached the Minimum 
Completeness Criteria (KKM) set by the school, which is 64. It is shown from student data 
as  many  as  21  of  30  students  (70%)  class  V  SDN  32  Sungai  Jaring  02  Semarang 
experienced  incomplete  learning  in  social  studies  learning  and  got  a  score  below  the 
predetermined Minimum Completeness Criteria (KKM), which was 64, only 30% (9 out 
of 30 students) scored above the KKM and was declared complete. This shows the low 
mastery of learning in social studies learning for fifth-grade students at SDN 32 Sungai 
Jaring. Learning outcomes data show the lowest score is 30 and the highest score is 100 
with  a  class  average  of  only  63.5.  Based  on  the  learning  outcomes  data  and  the 
implementation of the learning, it is necessary to carry out learning improvement activities 
to  improve  the  quality of social studies  learning  in  class V  SDN 32  Sungai  Jaring 02 
Semarang City. The operational quality of learning is defined as the intensity of systematic 
and synergistic linkages between teachers, students, curriculum and learning materials, 
media,  facilities,  and  learning  systems  in  producing  learning  processes  and  outcomes 
optimally in accordance with the demands of the curriculum. 
Based  on  discussions  with  partner  teachers,  starting  from  the  root  cause  of  the 
problem to solve the learning problem, alternative actions with a scientific approach were 
determined to improve the quality of social studies learning in order to improve teacher 
skills,  student  activities,  and  student  learning  outcomes  and  can  encourage  student 
involvement in learning and increase creativity. the teacher by setting one of the innovative 
learning  models,  namely  the  Learning  Cycle  learning  model  with  video  media  that  is 
integrated with a scientific/scientific approach. 
The application of the Scientific approach in classroom learning activities will be 
more optimal and effective if it is supported by using a learning model (Indarti, 2019). The 
learning  model is a pattern that is used as a guide in  planning classroom learning and 
tutorials (Lovisia, 2018). According to Arend (Marliani, 2015), the learning model refers 
to  the  approach  to  be used, including  learning objectives, stages in  learning  activities, 
learning environment, and classroom management. The learning model can be defined as 
a  conceptual  framework  that  describes  a  systematic  procedure  in  organizing  learning 
experiences to achieve learning objectives (Annisa & Gr, n.d.). 
The model used to  support the  scientific approach is the Learning Cycle model. 
(Wena,  2009)  suggests  Learning  Cycle  is  a  learning  model  with  a  student-centered 
constructivist  approach.  Learning  Cycle  is  a  series  of  activity  stages  (phases)  that  are 
organized in such a way that students can master the competencies that must be achieved 
in learning by playing an active role. 
The research that underlies the choice of the Learning Cycle model is a research 
conducted by (Setyaningrum, 2021) which is published in the e-journal of the PGSD Pulpit 
of  Ganesha  University  with  the  title  Implementation  of  the  Learning  Cycle  Model  to 
Improve Mathematics Learning Outcomes of Fourth Grade Students at SDN Baler Bale 
Agung Jembrana Academic Year 2012/ 2013. The results showed that the implementation 
of the Learning Cycle learning model could improve the mathematics learning outcomes 
of fourth-grade students at SDN 5 Baler Bale Agung, Negara, Jembrana. 

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quality of learning IPS for students 571

RESEARCH METHODS

This study uses a Classroom Action Research (CAR) design. Classroom Action

Research (CAR) is a qualitative research conducted by teachers themselves when they

encounter problems in learning and find solutions in an effort to improve the quality of

their learning. This research was designed in three cycles. Each cycle is carried out in

accordance with the changes to be achieved with reference to the research objectives. The

subjects of this study were researchers as teachers and students of class IV C SDN 32

Sungai Jaring. The number of students as many as 30 students consisting of 18 female

students and 12 male students. This research was conducted at SDN 32 Sungai Jaring

Lubuk Basung District, Agam Regency.

Sources of data used in this study, among others, obtained from students and

teachers. The types of data in this study include quantitative data and qualitative data.

Researchers in collecting data in this study used non-test and test techniques. Data analysis

techniques in this study are divided into two, namely quantitative data analysis techniques

and qualitative data techniques. Quantitative data in the form of learning outcomes and

learning quality to measure cognitive abilities in social studies learning. Analyzed with

descriptive statistical analysis techniques by determining the value based on theoretical

scores, percentage of classical completeness and average learning outcomes and learning

quality.

RESULTS AND DISCUSSION

1. Discussion of Cycle I

a. Implementation Plan for Improving the Quality of Social Studies Learning

by Implementing the Learning Cycle Model with Video Media

The lesson plan designed is a description of the activities to be carried out.

Through the designed learning implementation plan, it can be seen what activities

will be carried out by the teacher and what activities will be carried out by students.

In addition, with a learning implementation plan, the learning to be carried out is

arranged systematically so that learning becomes effective and efficient.

Based on the problems found from observations and collaboration with grade

1 teachers, the KD selected and determined was 3.1 Multiplying numbers which

resulted in two-digit numbers. From the results of the assessment of the RPP by the

observer, the RPP that was made was good. RPP has followed seven components

of the Implementation of the Learning Cycle Model with Video Media. The

learning objectives that the researcher formulated are clear and complete, in

accordance with the Application of the Learning Cycle Model with Video Media.

The formulation of learning objectives has been in a logical sequence from easy to

difficult things. In the selection of teaching materials, the RPP that the researcher

made was in accordance with the learning objectives, student characteristics, the

available environment and the materials that the researcher would teach.

In organizing teaching materials, teaching materials are systematic, broad in

scope, and in accordance with the time allocation. The selection of teaching

materials is not in accordance with the characteristics of students. The media used

is not varied, namely using matches so that students are less interested in

participating in learning. The media used should be media that can arouse students'

Eduvest – Journal of Universal Studies

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enthusiasm and enthusiasm in participating in learning. For example marbles.

Elementary school students are usually more interested in a variety of colors and

objects that are close to students that appear in teaching materials so that they are

not boring for students.

On the clarity of the learning process, the learning steps are in accordance

with the Application of the Learning Cycle Model with Video Media, they are

ordered, clear and detailed. However, there is one thing that has not been fulfilled,

namely the learning steps have not been in accordance with the time allocation. The

core can be seen in the RPP for the initial activity, the time allocation listed is only

10 minutes, while the activities carried out take more than 10 minutes. This is

because teachers find it difficult to condition students to learn. The time stated in

the RPP should be adjusted to the activities to be carried out so that the RPP made

later is in accordance with the expected time with its implementation in the field.

The learning techniques used in the lesson plans are in accordance with the

learning objectives, materials, and school environment of students but not yet in

accordance with the characteristics of students. At the end of the lesson plan, the

completeness of the assessment instrument has not been made as a whole, namely

the question is not accompanied by a complete answer key and scoring. It is better

for the next lesson plan, the teacher pays more attention to the completeness of the

questions accompanied by a complete answer key and scoring.

b. Implementation of Improving the Quality of Social Studies Learning by

Implementing the Learning Cycle Model with Video Media

The implementation of Social Studies Learning Quality Improvement using

the Application of the Learning Cycle Model with Video Media in the first cycle in

general has been going quite well. The implementation of learning has used seven

components of the Implementation of the Learning Cycle Model with Video Media,

but there are still components of the Implementation of the Learning Cycle Model

with Video Media that have not been implemented properly. For example, the

components of asking questions, learning communities, and modeling have not

been implemented properly. At the stage of constructivism, the implementation of

student knowledge activation learning is still not visible. This is because students

are still hesitant to express opinions when asked by the teacher. At the inquiry stage,

students make discoveries about how to solve whole number multiplication

operations.

In finding ways to solve the problem of multiplication operations on whole

numbers, students cannot be separated from the guidance of the teacher. The

activity shows smart students who want to work. There are still many students who

play while doing research. Finally, the time used is not in accordance with what

was planned. After the inquiry activity, a question and answer session was held

about the results found. This is evident in the component asking questions in the

first cycle meeting, none of the students want to ask questions. Then at the second

meeting of the first cycle only a small part of them wanted to answer the teacher's

questions. Only smart students are willing to ask and answer the teacher's questions.

After students understand how to solve whole number multiplication

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quality of learning IPS for students 573

operations, students sit down in groups to discuss how to solve whole number

multiplication operations. In the student learning community component work in

groups but in reality are still dominated by smart students. Students are still hesitant

to be active in group work and express opinions.

After the students finished group work, each group wrote and reported the

results of their group work in front of the class. In the modeling activities at the 1st

meeting of the first cycle, none of the groups wanted to give opinions and

suggestions to the groups that appeared. At the second meeting of the first cycle,

there were changes but there were still one or two groups who were willing to give

opinions and suggestions to the groups that appeared.

At the reflection stage the teacher gives students a moment to think about

things and the impressions they get after following the previous learning steps about

the operation of multiplication of whole numbers. At the end of the lesson the

teacher guides students to conclude the learning material. The teacher's activities in

guiding students to conclude learning have been seen.

c. Learning outcomes and learning quality with the application of the Learning

Cycle Model with Video Media

From the results of the first cycle research, it was found that the average grade

of learning outcomes and the quality of student learning was cognitive cycle I 8.5

or 85%, learning completeness only reached 86% where out of 22 students only 19

students completed while 3 more students not finished studying. Then the

percentage of students' affective outcomes at the first meeting of the first cycle

reached 68% and psychomotor reached 67%. While at the second meeting of the

first cycle the percentage of affective outcomes reached 72% and psychomotor

reached 71.8%.

Based on the observations obtained in the first cycle, it is planned to carry out

the second cycle. Researchers must improve learning and organizing time while

still paying attention to the differences that exist in each student because each

individual has different characteristics and potentials.

2. Discussion of Cycle II

a. Implementation Plan for Improving the Quality of Social Studies

Learning by Implementing the Learning Cycle Model with Video Media

The Implementation Plan for Improving the Quality of Social Studies

Learning by using the Application of the Learning Cycle Model with Video Media

in cycle II with the KD selected and determined is 3.2 Knowing the development

of production, communication, and transportation technology as well as the

experience of using it with the Application of the Learning Cycle Model with Video

Media. The formulation of learning objectives has been in a logical sequence from

easy to difficult things. In the selection of teaching materials, the RPP that the

researcher made was in accordance with the learning objectives, student

characteristics, the available environment and the materials that the researcher

would teach. The media used has supported the learning process.

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In organizing teaching materials, teaching materials are systematic, broad in

scope, and in accordance with the time allocation. In the clarity of the learning

process, the learning steps are in accordance with the Application of the Learning

Cycle Model with Video Media, are ordered, clear and detailed and are in

accordance with the time allocation used. The learning techniques used in the lesson

plans are in accordance with the learning objectives, materials, student

characteristics, and the student's school environment. At the end of the lesson plan,

the completeness of the assessment instrument has been made as a whole, namely

the questions have been accompanied by a complete score.

b. Implementation of Improving the Quality of Social Studies Learning by

Implementing the Learning Cycle Model with Video Media

The implementation of Social Studies Learning Quality Improvement using

the Application of the Learning Cycle Model with Video Media in the first cycle in

general has been going quite well. The implementation of learning has used seven

components of the application of the learning cycle model with video media, but

there are still components of the implementation of the learning cycle model with

video media that have not been implemented properly. At the stage of

constructivism, the implementation of student knowledge activation learning has

been seen. At the inquiry stage, students make discoveries about the development

of production, communication, and transportation technology and experience using

them.

However, it cannot be separated from the guidance of the teacher. After the

inquiry activity, a question and answer session was held about the results found.

There are many students who want to ask and answer the teacher's questions. After

students understand and recognize the development of production, communication,

and transportation technology and experience using it, then students sit in groups to

discuss the material. Students have started to be active in group work and do not

hesitate to express opinions. After the students finished group work, each group

wrote and reported the results of their group work in front of the class. Other groups

have not hesitated to provide feedback and input to the groups that appear.

At the reflection stage, the teacher gives students a moment to think about

things and the impressions they get after following the steps previous lesson about

the operation of multiplication of whole numbers. At the end of the lesson the

teacher guides students to conclude the learning material. The teacher's activities in

guiding students to conclude learning have been seen.

c. Learning outcomes and learning quality with the application of the

Learning Cycle Model with Video Media

From the results of the first cycle research, it was found that the average value

of the class learning outcomes and the quality of student learning was cognitive

cycle I 8.9 or 89%, learning completeness reached 95% where from 30 students 28

students completed while 2 other students had not finished studying . Then the

percentage of students' affective outcomes in cycle II reached 81% and

psychomotor results reached 83%. Thus, it can be concluded that the use of the

Learning Cycle Model Application with Video Media can improve learning

 
 
Nurlaini 
Application of the learning cycle model with video media in improving the 
quality of learning IPS for students                                                                           575 
outcomes and the quality of social  studies learning in Class V SDN 32 Sungai 
Jaring, Lubuk Basung district. 
 
CONCLUSION 
 
Based on the results of research and discussion, the researcher can conclude that 
learning planning is carried out based on the curriculum and is set forth in a set of lesson 
plans. RPP contains (1) Identity, (2) Competency Standards, (3) Basic Competencies, (4) 
Indicators, (5) Learning Objectives, (6) Learning Methods, (7) Learning Materials (8) Steps 
of Learning Activities, (9) approach, sources, and media, and (10) assessment. Competency 
standards used are 3. Doing multiplication and division of numbers up to two digits. The 
basic competence  used  is  doing multiplication of  numbers whose  results are  two-digit 
numbers. The implementation of learning with the CTL approach was carried out in 2 
cycles. Cycle I was held for 2 meetings and cycle II was held for 1 meeting. Learning with 
the CTL approach has 7 steps, namely: carrying out constructivism activities by developing 
students'  thinking  about  the  knowledge  they  already  have,  carrying  out  discovering 
activities,  developing  students'  curiosity  by  asking  questions,  creating  a  learning 
community, presenting learning models, reflecting at the end of the meeting, and do the 
actual assessment. The increase in learning outcomes from cycle I to cycle II is from the 
class average obtained from  the cognitive, affective, and  psychomotor aspects, namely 
from 72.6% to 84.3%. This shows that the learning outcomes of cycle I to cycle II have 
increased. 
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