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Eduvest –
Journal of Universal Studies Volume 3 Number 4, April, 2023 p- ISSN 2775-3735-
e-ISSN 2775-3727 |
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INCREASING LEARNING ACHIEVEMENT OF CLASS IV STUDENTS IN SOCIAL SUBJECT ABOUT NATURE’S APPEARANCE OF USING INTERACTIVE LEARNING MODELS |
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Sri Mulyati SDN Pondok Kacang Timur 04, Indonesia |
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ABSTRACT |
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In the
teaching and learning process, teachers become the main actors in creating educational interactive situations, namely interactions between teachers and students, students with students and learning resources in supporting the achievement of learning goals. Social studies 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, contains a lot of memorized social material so that the knowledge
and information received by students
is limited to memorized products. The purpose of this study is to determine
the application of learning improvement
actions implemented based on the
principles of PTK aims as follows: the use of
interactive learning models in material about the appearance of nature can
improve the learning achievement of grade IV students
of SDN Pondok Kacang Timur 03. This
research uses qualitative methods with a classroom action research approach. Classroom action research (PTK) is one form
of qualitative research. The results showed that from
Cycle 1 to Cycle 2 regarding the use of
interactive learning models, the author
can conclude that; (1) by using interactive learning, it turns out to
be able to increase the
learning achievement of grade IV students
of SD N Pondok Kacang Timur 04 on
material about the appearance of nature, and (2) through interactive learning, students can be more
active in learning activities, especially in social studies subjects. |
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KEYWORDS |
Learning achievement; social
subject; interactive learning model |
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This work is licensed under a Creative
Commons Attribution-ShareAlike 4.0 International |
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INTRODUCTION
In
the teaching and learning process the teacher becomes the main actor in
creating an educative interactive situation, namely the interaction between
teachers and students, students with students and with learning resources in
supporting the achievement of learning objectives (Sukamto, 2016). For the realization of such a teaching and
learning process, of course, it requires the teacher's efforts to actualize his
competence in a professional manner, especially in methodological aspects (Febriana, 2021).
IPS
(social studies) as a field of study that has the goal of equipping students to
develop their reasoning in addition to aspects of values and morals, contains
a lot of rote social material so that the knowledge and information received by
students is limited to rote products (Jenanu & Arifin Maksum, 2014). The nature of social studies lessons has
consequences for the teaching and learning process which is dominated by an
expository approach, especially teachers using the lecture method while
students are less involved or tend to be passive (Erianjoni, 2011). In the lecture method, there is an imperative
dialogue. In fact, in the teaching and learning process the involvement of
students must be in totality, meaning that it involves the mind, sight,
hearing, and psychomotor (skills, one of which is while writing) (Anggreni, 2019).
So, in the teaching and learning process, a teacher must invite students to
listen, present media that can be seen, provide opportunities to write and ask
questions or responses so that creative dialogue occurs which shows an
interactive teaching and learning process (Gani & Saddam, 2020).
Learning situations like this can be created through the use of a participatory
approach.
The
process of teaching and learning has a broader meaning and understanding than
the notion of teaching, because it implies an inseparable unit of activity
between students who learn and teachers who teach, which are intertwined in the
form of educative interaction (Yuspi, 2017). The teacher's role in social studies learning has
a close relationship with how to activate students in learning, especially in
the process of developing their skills (Sudrajat & Hernawati, 2020).
Skills
development that students must have are thinking skills, social skills and
practical skills (Sitohang, 2011).
Thinking skills are developed to train students to think logically and systematically
through the teaching and learning process with the development model of
critical thinking, social and practical skills through creative dialogue models
(Sumiyati, 2017).
These three skills can be developed in interactive teaching and learning
situations between teachers and students and students and students.
The
problem that arises in schools when carrying out student learning in the field
of social studies is the lack of motivation from students to participate in the
teaching and learning process (Sulastri et al., 2015). They are less serious in focusing on social
studies learning material (Salam, 2020). This arises because in the implementation of
teaching and learning teachers more often use books as learning resources,
where teachers only use the lecture method in explaining social studies
learning material. There are no visual media or picture examples which are a
means of real knowledge for students.
Based
on the results of observations and information provided by teachers at Pondok Kacang Timur
04 Elementary School, especially class IV, there are problems faced by
students, namely the lack of motivation from students in participating in the
teaching and learning process of social studies subjects, this statement is
also based on the results of students' daily test scores in social studies
subjects which is quite low and students' classical absorption is still below
the minimum standard of 75%. In detail, of the 27 grade IV students at SDN Pondok Kacang Timur
04 who scored 80 were 3 students (11%), who got a score of 70 were 10 students
(35%), who got a score of 60 were 10 students (38%), who 4 students (14%) got a
score of 50. This fact shows that the students of SDN Pondok
Kacang Timur 04 have not
achieved mastery in studying social studies.
After
the learning activities were completed the researcher held peer discussions,
the results of discussions with colleagues found several problems that occurred
in the teaching and learning process, such as lack of interaction between
teacher and students, teacher mastery of teaching methods was still below
standard, students tended to be passive and lack of student motivation , the
method used in teaching is only lectures, and students tend to memorize rather
than understand the subject matter.
Related
to the background of the discussion above, the author chose the title
"Improving student achievement of class IV SD Negeri
Pondok Kacang Timur 04 in the social studies subject about Appearance of
Nature by using an Interactive Learning model".
Based
on the description above, the purpose of this study is to find out the
application of learning corrective actions carried out based on PTK principles.
The aims are as follows: by using interactive learning models in material about
natural appearances, it can improve student achievement in grade IV SDN Pondok Kacang Timur
03.
The results of this study 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 social studies learning
processes and outcomes, for students to provide training/experience to solve
problems and improve student achievement, and for schools can be used as input
or information to improve the quality of the process or learning outcomes in
class by appealing to teachers to do PTK.
RESEARCH
METHOD
This study used a qualitative method with a classroom
action research approach. Classroom action research (PTK) is a form of
qualitative research, which emphasizes the process of change during the
implementation of the action until success occurs (Sugiyono, 2017).
Research subject
The place used to carry out this research was 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 subject studied was Social
Sciences with the material Appearance of Nature for Grade IV Semester I SD Negeri Pondok Kacang
Timur 04 for the 2018/2019 academic year. The
research subjects were students of SD Negeri Pondok Kacang Timur
04 class IVB, totaling 23 students, consisting of 15
male students and 8 female students. The characteristics of class IVB students
at SD Negeri Pondok Kacang Timur 04 for the 2018/2019
academic year are very heterogeneous, in class IV the level of intelligence of
students is not evenly distributed.
Description Per Cycle
Cycle I
1) Plan
The learning improvement plan that the
researchers compiled included; (1) hold question and answer and discussion
about natural appearance, and (2) students discuss and do question and answer
about natural appearance.
2) Implementation
The implementation of the learning plan
includes the following; (1) the teacher explains the material by conducting
questions and answers with students, (2) guiding students in working on the
LKS, and (3) discussing the LKS to measure students' ability to accept the
teacher's explanation.
3) Observation
/ Data Collection / Instruments
In carrying out this learning improvement
we were assisted by colleagues who acted as observers, namely Mrs. Siti
Fatimah. In this way, a sample of data will be obtained which we really need in
making improvements to this study. In order for this observation to work
properly, we start from an agreement between the observer and the researcher,
this aims to make the observations made more focused on the problem to be
observed. Some of the aspects observed include; explain the concept of natural
appearance, lead group discussions, guide students in discussions, and draw
conclusions.
4) Reflection
This activity in cycle 1 is a reflection that we will
use in seeing the strengths and weaknesses that may arise in improving
learning, so that we can find some strengths and weaknesses in researchers.
Among others:
Strength
By making improvements to this learning, researchers
can see in more detail the problems that often arise in learning in general, so
researchers can immediately make improvement plans that can minimize existing
problems.
Weakness
At this time it turns out that research conducted by
researchers rarely cannot be recognized for its validity, because this research
is carried out on a narrow scale (only on certain groups).
Cycle
2
1) Plan
In the implementation of learning cycle 1, it turned
out that the results of student learning evaluations showed that understanding
of natural appearances was still lacking. Therefore, the researcher made a
learning improvement plan that was in accordance with the learning improvement
goals that had been set.
Based on the factors
causing the lack of success of IPS learning that has been implemented, the
researchers designed a general plan in carrying out improvements to learning
materials including the following; (1) holding a dialogue with students
discussing natural appearances around them, (2) giving group assignments in the
form of group worksheets, so that researchers can measure students' ability to
understand learning, and (3) using a variety of learning methods, namely the
lecture method , question and answer methods, presentations and giving
assignments in groups.
The stages of learning
improvement planning are as follows; (1) make a written learning improvement
plan which contains steps for implementing learning so that students can easily
follow the lesson, (2) prepare observation sheets which are the result of an
agreement between researchers and colleagues who act as observers, and (3)
create group worksheets to determine the level of success of student learning.
2) Implementation
In the implementation of learning must pay attention
to several things, especially the goals to be achieved. While the steps to
improve learning that will be carried out are: (1) filling out the worksheets
that have been provided, (2) describing the appearance of nature with coherent
sentences, (3) holding questions and answers about matters related to the
material, (4) students working on post-test questions, and (5) together students
make conclusions on learning outcomes.
3) Observation
/ Data Collection / Instruments
In carrying out this learning improvement we were
assisted by colleagues who acted as observers, namely Mrs. Siti Fatimah. In
this way, we will obtain data that we really need in making improvements to
this study. In order for this observation to work properly, we start from an
agreement between the observer and the researcher, this aims to make the
observations made more focused on the problem to be observed.
Several aspects were
observed, among others, as follows: explaining the concept of natural
appearance, leading group discussions, guiding students in discussions, and
drawing conclusions.
4) Reflection
The next cycle 2 activity is a reflection that is
useful for finding some things that have been done so that researchers can know
some of the things that become self-strengths and weaknesses, namely:
Strength
Various things that become strengths or benefits
include researchers being able to directly improve learning practices that have
been carried out so that they become better and more effective because they can
see/feel/experience and can offer new ways to improve and enhance teacher
professionalism in learning activities. By looking at various indicators of the
success of the process and learning outcomes that occur in students.
Weakness
The validation of CAR is still often questioned
because of the rather loose methodology which is informal even though its
objectivity is maintained, it still raises doubts. The results of the research
conducted cannot be generalized because these results are only related to
students in classes who have adapted to the existing situations and conditions.
Implementation Procedures
Steps
taken in improving social studies learning: (1) as an initial activity the
teacher holds questions and answers with students, (2) presents material
through the method: lectures and discussions with students, (2) makes
observations outside the classroom, (3) analyzes
worksheets, (4) draw conclusions, and (5) give assignments and homework.
According
to the problems faced, namely the number of students who do not understand the
material, what is of particular concern in improving social studies learning for
class IV is to strive for students to be motivated to learn.
Data Analysis
Analysis
of the observed data during the learning process took place in the form of
qualitative descriptive. In carrying out the observation the researcher was
assisted by the observer to fill in the observation sheet checklist that had
been prepared. The aspects that were observed included the activeness of
students in paying attention to and listening to teacher explanations, asking
questions, answering and expressing opinions, as well as activities in learning
using the demonstration method.
The
completeness of student learning outcomes can be seen from the acquisition of
student scores after participating in science learning using the demonstration
method. To calculate the total score, the following guidelines are used:
P = x 100%
Information:
P = Percentage of learning completeness
n = Number of students who have completed their studies
N = Total number of students.
RESULT
AND DISCUSSION
The results of
the research included students' formative tests in cycle 1 and cycle 2, as well
as the results of process assessments carried out during the teaching and
learning process.
Description per Cycle
Learning
before implementing improvements
1)
Planning Stage
Researchers prepared learning tools
consisting of learning implementation plans, observation sheets, formative
questions, and supporting learning tools.
2)
Activity and
Implementation Stage
The learning activities and implementation phase were
held on Monday, October 8 2019, in class IV (four) of Pondok
Kacang Timur 04 SDN 04 with
a total of 23 students. Researchers act as teachers, observations /
observations carried out during the learning process takes place. The process
of teaching and learning activities is guided by the lesson plans that have
been made. A formative test is 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 Scores Before
Improving Social Studies Class IV
|
NO |
Student's name |
Score |
|
1 |
Adelia Kusuma |
40 |
|
2 |
Adzim Framiadzi |
50 |
|
3 |
Agus Prasetyo |
70 |
|
4 |
Aliza Arrahmi Aziz |
70 |
|
5 |
Ananda Alifio |
60 |
|
6 |
Azti Nur Hafidzah |
70 |
|
7 |
Daniel Ananda maulana |
80 |
|
8 |
Dhea Indra Kirana |
90 |
|
9 |
Farhan |
60 |
|
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 |
|
AMOUNT |
1530 |
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Average |
66,52 |
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Number of Students : 23 students
Number of Questions: 5 points
The maximum number of individual values: 100
The maximum number of classical values: 2,300
Expected completeness: 75%
Number of students who succeeded: 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, this is
because:
1.
Students have not mastered the material.
2.
Students have not mastered what the teacher explained.
3.
Students do not understand 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%, less than the desired mastery of 75%.
Repair Cycle 1
Planning
Stage
The researcher prepared learning tools consisting of
Improvement Implementation Plan 1, observation sheets, evaluation tools,
learning scenarios about Natural Appearance, and supporting teaching tools.
Implementation
Stage
The activity phase and implementation of learning
improvements were carried out on Monday, October 15 2019, in class IV (four) of
SDN Pondok Kacang Timur 04 Pondok Aren District with 23 students. Researchers act as
teachers, and observers carried out during the learning process takes place.
The process of teaching and learning activities is guided by the initial
learning outcomes and the Improvement Implementation Plan made. An evaluation
test is given at the end of the learning process, the test aims to determine
the level of understanding and success of students towards the material that
has been taught. The data obtained after the repair process is as follows:
Table 2
Recapitulation of Student Values in Improved IPS
Learning Cycle 1 Class IV
|
NO |
Student's 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 |
|
AMOUNT |
1610 |
|
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Average |
70.00 |
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Number of Students : 23 students
Number of Questions: 5 points
The maximum number of individual values: 100
The maximum number of classical values: 2,300
Expected completeness: 75%
The number of students who succeeded: 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 appearance totaling 7 people, this shows an increase. Before the
repairs were carried out students who scored above 70 were only 55%, after the
first improvements were made it increased to 70%. Even though there is an
increase, classically students have not achieved learning mastery, because
students who score 70 and above are still 70%, less 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 not serious. This shows that
students' interest is still lacking.
Repair Cycle 2
Planning
Stage
At this planning stage the researcher prepared
learning tools consisting of Improvement Implementation Plan 2, observation
sheets, evaluation tools, learning scenarios, and supporting teaching tools.
Implementation
of Improvements Stage
The learning improvement implementation stage was
carried out on Monday, October 22 2019, in class IV (four) of Pondok Kacang Timur
03 SDN 03 with a total of 23 students. Researchers act as teachers, and
observers carried out during the learning process takes place. The process of
teaching and learning activities is guided by the results of improvement 1
(cycle 1) and the Implementation Plan for Improvement 2 that has been made. An
evaluation test is given at the end of the learning process, the test aims to
determine the level of understanding and success of students towards the
material that has been taught. The data obtained after the repair process 2 is
as follows:
Table 3
Recapitulation of Student Scores in Improved IPS
Learning Class IV Cycles
|
NO |
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 |
|
AMOUNT |
1,790 |
|
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Average |
77,82 |
|
Number of Students : 23 students
Number of Questions: 5 points
The maximum number of individual values: 100
The maximum number of classical values: 2,300
Expected completeness: 75%
Number of students who succeeded: 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 were 3 students who had not been able to do the
evaluation test, this showed a significant increase. Before the improvement was
carried out the percentage of learning completeness was only 55%, after the
first improvement was carried out it increased to 70%. improvement 2 with very
good results. The percentage of completeness reached 88%, greater than the
desired percentage of completeness which was 75%. In the assessment of the
process during the learning process, it is very visible that the students are
active, showing good cooperation between the teacher and students.
Discussion of Each Cycle
Completeness
of Learning Outcomes
Based on the results of research during the teaching
and learning process, it shows an increase in student learning interest and
student learning outcomes in social studies learning. This is evidenced by an
increase in the percentage of completeness in the evaluation test in
improvement 1 and in the evaluation test for improvement 2. Before the
completion of the improvement, reaching 55% was still far from the desired
percentage of completeness. But after improving 1 percentage of completeness
there is an increase to 70%. Even though there is an increase in both interest
and student learning outcomes in improvement 1, it still needs further
improvement because it has not achieved the desired mastery. Then the
improvement of cycle 2 was carried out, the learning completeness score
experienced a significant increase, namely 88%.
Teacher's
Ability to Manage Learning
Based on the results of research, student activity,
group work and the seriousness of students in each learning process has
increased, which has an impact on improving student learning outcomes.
Increasing student learning outcomes shows how big the teacher's role is in
managing learning, and the teacher has succeeded in cultivating student
interest in Social Sciences lessons.
Teacher
and Student Activities in Learning
Based on data analysis, it can be seen that the
development of activities in the learning process is as follows.
1)
In the
implementation of learning the teacher asks questions and answers with
students, the teacher tells a lot of stories so that students only listen a
lot, students are less active.
2)
In the
implementation of cycle 1 improvements the teacher conducted more intensive question
and answer sessions with students, students actively asked the teacher. The
teacher observes students using observation sheets while students work on
assignments.
3)
In the
implementation of improvement 2, apart from conducting questions and answers the
teacher also added media using pictures of natural appearance. Students are
more active and feel happy in participating in learning activities. The teacher
observes by using observation sheets during the lesson.
The
teacher has carried out the learning process well, including guiding,
directing, giving reinforcement/motivating and observing each student's
activities, especially in conducting question and answer with students,
motivating students who lack courage to be confident. At the end of the lesson
the teacher gives an evaluation test.
The
results of this study indicate that learning through interactive learning
models is very beneficial for both teachers and students. With an 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 (Kristanti & Sujana, 2022). So that the application of interactive learning
models can increase student interest and student learning outcomes in social
studies subjects.
CONCLUSION
In
pre-learning the number of students who did not complete the lesson was very
high. After carrying out learning improvements in Cycle 1, there was a marked
increase in student learning outcomes, namely 70%, 16 students had completed
and 7 students had not completed. In cycle 2 there was a significant increase
of 88%.
Based
on the description of the discussion and research results above from Cycle 1 to
Cycle 2 regarding the use of interactive learning models, the authors can
conclude that; (1) by using interactive learning, it turns out that it is able
to improve the learning achievement of fourth grade students at SD N Pondok Kacang Timur
04 in material about natural appearance, and (2) through interactive learning,
students can be more active in learning activities, especially in social
studies subjects.
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