How to cite:
Sri Mulyati. (2021) Improving Learning Achievement of Class IV Students in
Social Lessons about Natural Views by Using Interactive Learning Model.
Journal Eduvest. 1(9): 952-960
E-ISSN:
2775-3727
Published by:
https://greenpublisher.co.id/
Eduvest – Journal of Universal Studies
Volume 1 Number 9, September 2021
p- ISSN 2775-3735 e-ISSN 2775-3727
IMPROVING LEARNING ACHIEVEMENT OF CLASS IV STUDENTS
IN SOCIAL LESSONS ABOUT NATURAL VIEWS BY USING
INTERACTIVE LEARNING MODEL
Sri Mulyati
SDN Pondok Kacang Timur 04
E-mail: [email protected]
ARTICLE INFO ABSTRACT
Received:
August, 26
th
2021
Revised:
September, 13
rd
2021
Approved:
September, 15
th
2021
The problem that arises in schools when carrying out student
learning in the social sciences field is the lack of motivation
from students in participating in the teaching and learning
process. This study aims to provide input or information to
improve the quality of the process or learning outcomes in the
classroom by appealing to teachers to do CAR. This study uses
a qualitative methodology, namely classroom action
research. The place used to carry out this research is SD
Negeri Pondok Kacang Timur 04 Pondok Aren District. The
time used by researchers in carrying out this classroom action
research was for 2 cycles, namely on October 15, 2019 (Cycle
1) and October 22, 2019 (Cycle 2). The research subjects were
students of Pondok Kacang Timur 04 Elementary School Class
IVB, totaling 23 students. Based on the description of the
discussion and the results of the research, it can be concluded
that from Cycle 1 to cycle 2 regarding the use of interactive
learning models, the authors can conclude that by using
interactive learning, it is able to improve the learning
achievement of fourth grade students of SD N Pondok Kacang
Timur 04 on material about natural appearances. Through
interactive learning, students can be more active in learning
activities, especially in social studies subjects.
KEYWORDS
Learning Achievement, Social Lessons, Interactive Learning Model
Sri Mulyati
Improving Learning Achievement of Class IV Students in Social Lessons about Natural
Views by Using Interactive Learning Model 953
This work is licensed under a Creative Commons
Attribution-ShareAlike 4.0 International
INTRODUCTION
In the process of teaching and learning teachers become the main role in creating
educational interactive situations, namely the interaction between teachers and students,
students with students and with learning resources in supporting the achievement of
learning goals (Sukamto, 2016). For the realization of such a teaching and learning
process, of course, requires the efforts of teachers to actualize their competence
professionally, especially methodological aspects (Sumiyati, 2017).
IPS as one of the fields of study that has the aim of equipping students to develop
their reasoning in addition to aspects of values and morals, many contain social material
that is hapalan so that the knowledge and information received by students is limited to
hapalan products (Jenanu & Arifin Maksum, 2014). The nature of ips lessons has
consequences for the teaching and learning process which is dominated by an expository
approach, especially teachers using lecture methods while students are less involved or
tend to be passive (Erianjoni, 2011). In the lecture method there is an imperactive
dialogue. In fact, in the process of learning to teach student involvement must be in
totality, meaning involving the mind, vision, hearing, and psychomoto (skills, one of
which is while writing) (Sukamto, 2016). So, in the process of teaching and learning, a
teacher should invite students to listen, present media that can be seen, provide
opportunities to write and ask questions or ask questions so that there is a creative
dialogue that shows an interactive teaching and learning process (Tasril & Putri, 2019).
Learning situations like this can be created through the use of participatory approaches
(Sitohang, 2011).
The process of teaching and learning has a broader meaning and understanding
than the notion of teaching, because in it is implied a unity of activities that are
inseparable between students who learn the DNA of teachers who teach, which are
intertwined in the form of educational interactions (Yuspi, 2017). The role of teachers in
IPS learning has a close relationship with how to enable students in learning, especially in
the process of developing their skills (Salam, 2020).
The development of skills that students must have are thinking skills, social skills
and practical skills (Farisi, Hamid, & Melvina, 2017). Thinking skills are developed to
train students to think logically and systematically through the teaching and learning
process with a model of development of critical thinking, social and practical skills
through a model of creative dialogue. All three skills can be developed in interactive
teaching and learning situations between teachers with students and students with
students (Hidayat, 2021).
. They are less serious in focusing on following IPS learning materials. This arises
because in the implementation of teaching and learning teachers more often use books as
a source of learning, where teachers only use lecture methods in explaining IPS learning
materials (Rahman, 2017). The absence of demonstration media or example images that
are a means of real knowledge for students (Anas, 2014).
Based on the results of observations and information provided by teachers at SDN
Pondok Kacang Timur 04, especially class IV there are problems faced by students,
namely the lack of motivation from students in following the process of learning to teach
IPS subjects, the statement is also based on the results of students' daily repeat scores on
IPS subjects that are quite low and the student's absorption is classically still below the
minimum standard of 75%. In detail, of the 27 grade IV students at Pondok Kacang
Eduvest – Journal of Universal Studies
Volume 1 Number 9, September 2021
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Timur Elementary School 04 who scored 80 were 3 students (11%) who got a score of 70
as many as 10 students (35%), who got a score of 60 as many as 10 students (38%), who
got a score of 50 as many as 4 students (14%).
This fact shows that students of Pondok Kacang Timur Elementary School 04 have
not achieved the completion of learning on IPS subjects.
The results of this research will be useful for teachers to gain classroom action
research experience in class IV SDN Pondok Kacang Timur 04, especially in order to
improve the quality of IPS learning processes and outcomes. Actions given in two cycles
can also be beneficial for students to provide exercises/experiences to solve problems and
improve students' learning achievement. This research aims to provide input or
information to improve the quality of learning processes or learning outcomes in class by
appealing to teachers to do PTK.
RESEARCH METHOD
This study uses a qualitative methodology, namely classroom action research
(McKernan, 2013). The place used to carry out this research is SD Negeri Pondok
Kacang Timur 04 Pondok Aren District. The time used by researchers in carrying out this
classroom action research was for 2 cycles, namely on October 15, 2019 (Cycle 1) and
October 22, 2019 (Cycle 2). The research subjects were students of Pondok Kacang
Timur 04 Elementary School Class IVB, totaling 23 students.
Data analysis of observations during the learning process took the form of
qualitative descriptive. In carrying out the observations, the researcher was assisted by an
observer to fill out a checklist of observation sheets that had been prepared (Merriam &
Tisdell, 2015). The aspects observed included the activeness of students in paying
attention and listening to the teacher's explanations, asking questions, answering and
expressing opinions, as well as activities in learning using the demonstration method.
RESULT AND DISCUSSION
A. Description per Cycle
1. Learning before carrying out repairs
a. Planning Stage
Researchers prepare learning tools consisting of lesson plans, observation sheets,
formative questions, and supporting learning tools.
b. Stages of Activities and Implementation
The activities and learning stages were carried out on Monday, October 8, 2019, in
grade IV (four) SDN Pondok Kacang Timur 04 with 23 students. Researchers act as
teachers, observations are carried out during the learning process. The process of teaching
and learning activities is guided by the lesson plans that have been made.
Formative tests are given at the end of the learning process, and this test aims to
determine the level of understanding and success of students in understanding the
material that has been taught. The data obtained after the learning process are:
Table I Recapitulation of Student Values before Improvement of Class IV Social
Studies Learning
Num
ber
Student’ Name
Score
1
Adelia Kusuma
40
2
Adzim Framiadzi
50
3
Agus Prasetyo
70
4
Aliza Arrahmi Aziz
70
Sri Mulyati
Improving Learning Achievement of Class IV Students in Social Lessons about Natural
Views by Using Interactive Learning Model 953
5
Ananda Alifio
60
6
Azti Nur Hafidzah
70
7
Daniel Ananda maulana
80
8
Dhea Indra Kirana
90
9
Farhan
60
Sri Mulyati
Improving Learning Achievement of Class IV Students in Social Lessons about Natural
Views by Using Interactive Learning Model 955
Number of Students: 23 students
Number of Questions: 5 items
Maximum number of individual scores: 100
The maximum number of classical values: 2,300
Expected completeness: 75%
Number of successful students: 13 students
Number of students who have not succeeded: 10 students
Percentage of completeness: 55%
From the data above, it can be explained that there are 10 students who have not
completed social studies learning yet, this is due to:
1. Students have not mastered the material.
2. Students have not mastered what the teacher explained.
3. Students do not understand about the questions given by the teacher.
The data shows that classically students have not achieved mastery learning,
because students who score 70 and above are only 55%, smaller than the desired
completeness of 75%.
2. Repair Cycle 1
a. Planning Stage
Researchers prepare learning tools consisting of Improvement Implementation Plan
1, observation sheets, evaluation tools, learning scenarios about Natural Appearances, and
teaching tools that support
b. Implementation Stage
The activity stage and implementation of learning improvements were carried out
on Monday, October 15, 2019, in class IV (four) SDN Pondok Kacang Timur 04 Pondok
Aren District with 23 students. Researchers act as teachers, and observers who are carried
out during the learning process. The process of teaching and learning activities is guided
by the results of the initial learning and the Improvement Implementation Plan made
(Simamora, Sidabutar, & Surya, 2017). Evaluation test is given at the end of the learning
process, the test aims to determine the level of understanding and success of students on
10
Farhat
70
11
Kanaya Rapasha
60
12
Kiani Aldina Putri
80
13
M. Rizky Ramadhan
70
14
Meivira Sonia Putri
60
15
M. Zaky Firdaus
60
16
M. Abdi Sudrajat
70
17
Melati AB
60
18
Mirna Nur Azizah
80
19
Putri Dyah fauziah
50
20
Raffi fairuz
70
21
Renanta Paras Maheswari
60
22
Ufhuwanul hanif
70
23
Zahra Septyaningrum
80
1.530
66,52
Sri Mulyati
Improving Learning Achievement of Class IV Students in Social Lessons about Natural
Views by Using Interactive Learning Model 957
the material that has been taught. The data obtained after the repair process is as below:
Table 2 Recapitulation of Student Values in Improving Social Studies Learning Cycle 1
Class IV
Nu
mber
Student’ Name
Score
1
Adelia Kusuma
50
2
Adzim Framiadzi
50
3
Agus Prasetyo
70
4
Aliza Arrahmi Aziz
70
5
Ananda Alifio
70
6
Azti Nur Hafidzah
80
7
Daniel Ananda maulana
80
8
Dhea Indra Kirana
90
9
Farhan
70
10
Farhat
70
11
Kanaya Rapasha
60
12
Kiani Aldina Putri
80
13
M. Rizky Ramadhan
70
14
Meivira Sonia Putri
60
15
M. Zaky Firdaus
70
16
M. Abdi Sudrajat
80
17
Melati AB
60
18
Mirna Nur Azizah
100
19
Putri Dyah fauziah
50
20
Raffi fairuz
70
21
Renanta Paras Maheswari
60
22
Ufhuwanul hanif
70
23
Zahra Septyaningrum
80
Total
1.610
Average
70,00
Number of Students: 23 students
Number of Questions: 5 items
Maximum number of individual scores: 100
The maximum number of classical values: 2,300
Expected completeness: 75%
Number of successful students: 16 students
Number of students who have not succeeded: 7 students
Percentage of completeness: 70%
The results of the data above can be explained that students are still not able to
understand the concept of natural appearances totaling 7 people, this shows an
improvement. Although there is an increase, classically students have not achieved
mastery learning, because students who score 70 and above are still 70%, smaller than the
desired percentage of completeness, which is 75%. In the process assessment during the
learning process, it was found that one group was less active, the cooperation was also
lacking and the time to show the role was still less serious. This shows that students'
interest is still lacking.
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Volume 1 Number 9, September 2021
956 http://eduvest.greenvest.co.id
3. Repair Cycle 2
a. Planning Stage
At this planning stage, the researcher prepares learning tools consisting of
Improvement Implementation Plan 2, observation sheets, evaluation tools, learning
scenarios, and supporting teaching tools.
b. Repair Implementation Stage
The implementation phase of learning improvement was carried out on Monday,
October 22, 2019, in grade IV (four) SDN Pondok Kacang Timur 03 with 23 students.
Researchers act as teachers, and observers who are carried out during the learning
process. The process of teaching and learning activities is guided by the results of
improvement 1 (cycle 1) and the Improvement Implementation Plan 2 that has been
made. Evaluation test is given at the end of the learning process, the test aims to
determine the level of understanding and success of students on the material that has been
taught. The data obtained after the repair process 2 are as follows:
Table 3 Recapitulation of Student Scores in Improving Social Studies Learning
Cycle 2 Class IV
Number
Student’s Name
Score
1
Adelia Kusuma
60
2
Adzim Framiadzi
60
3
Agus Prasetyo
80
4
Aliza Arrahmi Aziz
80
5
Ananda Alifio
70
6
Azti Nur Hafidzah
80
7
Daniel Ananda maulana
90
8
Dhea Indra Kirana
100
9
Farhan
80
10
Farhat
90
11
Kanaya Rapasha
70
12
Kiani Aldina Putri
100
13
M. Rizky Ramadhan
80
14
Meivira Sonia Putri
70
15
M. Zaky Firdaus
70
16
M. Abdi Sudrajat
80
17
Melati AB
70
18
Mirna Nur Azizah
100
19
Putri Dyah fauziah
60
20
Raffi fairuz
80
21
Renanta Paras Maheswari
70
22
Ufhuwanul hanif
70
23
Zahra Septyaningrum
80
Total
1.790
Average
77,82
Number of Students: 23 students
Number of Questions: 5 items
Maximum number of individual scores: 100
The maximum number of classical values: 2,300
Expected completeness: 75%
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Number of successful students: 20 students
Number of students who have not succeeded: 3 students
Percentage of completeness: 88%
Based on the analysis of learning outcomes above, it can be explained that there are
3 students who have not been able to do the evaluation test, this shows a significant
increase. Before the improvement, the percentage of mastery learning was only 55%,
after improvement 1 increased to 70%. Then the researchers carried out improvement 2
with very good results. The percentage of completeness reached 88%, greater than the
desired percentage of completeness of 75%. In the assessment process during the learning
process, it was very visible that the students were active, showing good cooperation
between teachers and students.
B. Discussion of Each Cycle
1. Complete Learning Outcomes
Based on the results of research during the teaching and learning process, it showed
an increase in student interest in learning and student learning outcomes in social studies
learning. This is evidenced by the increase in the percentage of completeness in the
evaluation tests for improvement 1 and evaluation tests for improvement 2. Prior to the
improvement, completeness reached 55% which was still far from the desired percentage
of completeness.
But after improvement 1 the percentage of completeness there is an increase to
70%. Although there is an increase in both interest and student learning outcomes in
improvement 1, it still needs improvement because it has not achieved the desired
completeness. Then improvements were made to cycle 2, the value of mastery learning
experienced a significant increase, namely 88%. Thus, in cycle 2, classical learning
mastery has been achieved so that there is no need to make improvements. .
2. Teacher's Ability in Managing Learning
Based on the research results, student activities, group work and students'
seriousness in each learning process have increased, which has an impact on improving
student learning outcomes.
The increase in student learning outcomes shows how big the role of the teacher in
managing learning, and the teacher has succeeded in growing students' interest in Social
Science lessons.
3. Teacher and Student Activities in Learning
Based on data analysis, it can be seen the development of activities in the learning
process as follows.
a. In the implementation of learning, the teacher asks questions with students,
the teacher tells a lot so that students listen a lot, students are less active.
b. In the implementation of the improvement in cycle 1, the teacher was more
intensive in conducting questions and answers with students, students
actively asked the teacher. The teacher observes the students by using the
observation sheet while the students are working on the assignment.
c. In the implementation of repair 2, in addition to conducting Q&A, the teacher
also added media by using pictures of natural appearances. Students are more
active and feel happy in participating in learning activities. The teacher
observes by using the observation sheet during the learning process.
The teacher has carried out the learning process well, including guiding, directing,
Eduvest – Journal of Universal Studies
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providing reinforcement/motivation and observing every student activity, especially in
conducting questions and answers with students, motivating students who are not brave
enough to be confident. At the end of the lesson the teacher gives an evaluation test.
The results of this study indicate that learning through the interactive learning
model is very beneficial for both teachers and students. With the interactive learning
model students feel happy because interaction with the teacher will make it easier to
understand the subject matter, can eliminate boredom, boredom in learning. So that the
application of the interactive learning model can increase student interest and student
learning outcomes in social studies subjects.
CONCLUSSION
In pre-learning, the number of students who did not complete the lesson was very
high. After carrying out the improvement of learning in Cycle 1, it appears that the
increase in student learning outcomes is 70%, 16 students have completed and 7 students
are still incomplete. In cycle 2 there was a significant increase of 88%.
Based on the description of the discussion and the results of the research above
from Cycle 1 to cycle 2 regarding the use of interactive learning models, the authors can
conclude that by using interactive learning, it is able to improve the learning achievement
of fourth grade students of SD N Pondok Kacang Timur 04 on material about natural
appearances. Through interactive learning, students can be more active in learning
activities, especially in social studies subjects.
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