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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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IMPROVING
SCIENCE LEARNING ACHIEVEMENT ABOUT VARIOUS TYPES OF OBJECTS THROUGH EXPERIMENTAL METHODS IN CLASS IV ELEMENTARY SCHOOL STUDENT |
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SDN Pondok Kacang Timur 03, Indonesia |
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ABSTRACT |
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This research is a Classroom Action Research
which was conducted in class IV of SD Negeri Setiadarma 04, Tambun Selatan
District, Bekasi Regency. The purpose of the study is to improve science
learning achievement about various forms of objects in grade IV students of
SD Negeri Pondok Kacang Timur 03 Semester 1 of 2015/2016 through experimental
methods.The use of the experimental model can improve student learning
outcomes in science subjects, the subject of various material forms for class
IV semester I, SD Negeri Setiadarma 04, Tambun Selatan District, Bekasi
Regency, in the 2015/2016 academic year, this is indicated by an increase in
learning outcomes, namely the learning process before the action shows low
learning outcomes, namely students whose grades met the KKM as many as 13
students or 37%, students who had not completed 21 students or 61% with the
highest score of 90 and the lowest score of 40. In cycle I the number of
students who completed 21 students or 61% while those who had not completed
13 students or 39%. The minimum score is 50 and the maximum score is 90. In
cycle II there is an increase in learning outcomes, namely the number of
students' completeness is 32 students or 94%. Minimum score of 70 and maximum
value of 100. Thus it can be concluded that using the experimental method can
improve student learning outcomes in science subjects. |
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KEYWORDS |
Science; learning achievement;
experimental methods |
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This work is licensed under a Creative
Commons Attribution-ShareAlike 4.0 International |
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INTRODUCTION
In essence teaching and learning activities are a process of interaction
or reciprocal relationship between teachers and students in learning units (Loilatu et al.,
2021).
The teacher as one of the components in the teaching and learning process is a
very important role holder (Izhar, 2016). The teacher is not just a conveyer of material,
but more than that the teacher can be said to be the center of learning.
As a regulator as well as actors in the teaching and learning process,
it is the teacher who directs how the teaching and learning process is carried
out. Therefore the teacher must be able to make teaching more effective as well
as interesting so that the subject matter delivered will make students feel
happy and feel the need to learn the lesson material (Nurrita, 2018).
The teacher carries out a tough task to achieve the goals of national
education, namely to improve the quality of Indonesian people, whole human
beings who believe in and fear God Almighty, have noble character, personality,
discipline, work hard, tough, responsible, independent, intelligent and skilled
and physically and mentally healthy, must also be able to foster and deepen a
sense of love for the motherland, strengthen the national spirit and sense of
social solidarity. In line with that, national education will be able to
realize human development and build itself and be responsible for nation
building (Hospita, 2021).
The success of learning objectives is determined by many factors
including the teacher's factor in carrying out the teaching and learning
process, because teachers can directly influence, foster and improve students'
intelligence and skills (Fitriyah &
Warti, 2017). To overcome the problems above and to achieve
educational goals to the fullest, the role of the teacher is very important and
it is expected that the teacher has a good teaching method/model and is able to
choose the right learning model and in accordance with the concepts of the
subjects to be delivered (Canned, 2020).
The aim of national education as contained in Law Number 2 of 1989 is to
educate the life of the nation and develop Indonesian people who believe in and
fear God Almighty and are virtuous, possess knowledge and skills, are
physically and spiritually healthy, have a solid and independent personality
and national social responsibility (Hermanto, 2020).
In science subjects at elementary schools, especially at Pondok Kacang
Timur 03 Public Elementary School, there are still many difficulties. This can
be seen from the low scores in science subjects compared to the scores of
several other subjects seen from the results of the daily test where 22 out of
34 students did not reach the KKM. Starting from the above, it is necessary to
have thoughts and actions that must be taken so that students do not experience
difficulties in learning science concepts, so that the specific learning
objectives set by science subject teachers can be achieved properly and the
results can satisfy all party. Therefore the use of learning methods is
considered very important to help students understand science concepts.
There are various types of learning methods, each of which has
advantages and disadvantages, so the selection of a method that is appropriate
to the topic or subject to be taught must really be thought of by the teacher
who will deliver the subject matter (Setyorini et
al., 2023).
To improve student achievement in science lessons, especially in the
discussion of the introduction of various types of objects in grade IV students
at Pondok Kacang Timur 03 Public Elementary School, the experimental method was
selected. The experimental method is a method commonly used in exact sciences
such as biology, physics or other natural sciences (Fauziah, 2022).
However, it should be remembered that the social science research method is
also known as the experimental method to explain a phenomenon. The experimental
method is a method of providing opportunities for individual or group students
to be trained in carrying out a process or experiment (Hastuti &
Hidayati, 2018).
The experimental method is a teaching method that uses certain methods
and is carried out more than once. The use of this technique has the goal that
students are able to find and find answers or problems themselves by conducting
their own experiments (Hadiyati &
Wijayanti, 2017). Also students can be trained in a scientific way
of thinking. With experiments students find evidence of the truth of the theory
of something they are studying
With the use of the experimental method it is hoped that it can increase
student activity in the teaching and learning process so that in the teaching
and learning process the activities are not only dominated by the teacher, thus
students will be involved physically, emotionally and intellectually which in
turn is expected to understand the concept of changing objects taught by the
teacher by students (Mulyadi, 2018). In accordance with the problems above, this study
aims to find out the increase in science learning achievement regarding various
forms of objects in Class IV SD Negeri Pondok Kacang Timur 03 Semester 1 of
2015/2016 through the experimental method.
Besides that, this research is expected to be useful: (1) for students
to increase their understanding of the concept of science about various forms
of objects with experimental methods, (2) for teachers to provide additional
enrichment in teaching methods with the help of experimental methods so that
learning objectives can be achieved properly, and (3) for institutions it can
be used as input material for information about an alternative way of learning
science for students by using the experimental method.
RESEARCH
METHOD
This study uses Classroom Action Research (CAR).
According to the PGSM Project Trainer Team, PTK is a form of reflective study
by the perpetrators of actions carried out to increase the rational stability
of their actions in carrying out tasks, deepen understanding of the actions
taken, and improve the conditions in which the learning practices are carried
out (Nurizzati &
Nurjati, 2014).
In accordance with the type of research chosen, namely action research,
this research uses the action research model from Kemmis and Taggart, namely in
the form of a spiral from one cycle to the next cycle. Each cycle includes
plan, action, observation, and reflection. The steps in the next cycle are
revised plans, actions, observations, and reflections (Ruhani, 2020). Before entering cycle 1, a preliminary action is
carried out in the form of problem identification.
1) Initial design/plan, before
conducting the research the researcher formulates the problem, objectives and
creates an action plan, including research instruments and learning tools.
2) Activities and observations,
include actions taken by researchers as an effort to build students'
understanding of concepts as well as observing the results or impacts of
applying experimental model learning methods.
3) Reflection, the researcher
examines, sees and considers the results or impacts of the actions taken based
on the observation sheet filled in by the observer.
4) Revised plans/plans, based
on the reflections of observers
5)
make a revised design to be implemented in the next cycle.
The observation was divided into three rounds, namely rounds 1, 2 and 3,
where each round was subjected to the same treatment (same activity flow) and
discussed one sub-topic which ended with a formative test at the end of each
round. Made in three rounds intended to improve the teaching system that has
been implemented.
Data
Collection Methods
Data Collection Techniques
The data
collection technique used in this study consisted of 2 techniques, namely the
observation technique and the test technique.
Observation
Techniques
Observations were made during the learning activities taking place using
observation sheets that were made to be used as data collection devices. The
things that were observed included:
∑ Observation of lesson plans.
∑ Observation of the learning
process.
∑
Observation of the results obtained by students after the
action is taken.
Test
Technique
The test technique is carried out at the end of the learning activity
using a question sheet.
Data Collection Tools
Data
collection tools used in this study are: (1) test items, (2) observation sheets, in the
form of observations of lesson plans, observations of the learning process, and
observations of the results obtained by students after taking action.
Data
Analysis Techniques
Data analysis techniques used are both quantitative and qualitative.
Furthermore, to analyze the data, the results of the actions taken by the
author are presented in stages according to the sequence of cycles that have
been carried out, while the data processing procedure is as follows
Data Selection
The data that has been collected from the results of observations during
research activities is carried out by selecting data that has something to do
with the research objectives.
Data Classification
The data collected by selection is classified based on a logical order
to be presented systematically based on the order of the cycle.
Percentage of Data
The final stage of the data analysis technique, carried out the
percentage of data for data that has been collected based on classification.
RESULT
AND DISCUSSION
Description of Research Subjects
The SD Negeri Pondok Kacang Timur 03 Public Elementary
School is led by a Principal, the teaching staff of SD Negeri Pondok Kacang
Timur 03 consists of: 1 Principal as the person in charge assisted by teaching
staff consisting of 17 class teachers, 3 Islamic religion teachers, 2 sports
teachers , I Wiyata English teacher, 4 school caretakers, 2 administrative
staff, 1 library staff.
The number of students at SD Negeri Pondok Kacang Timur 03
starting from grade I to grade VI is 567 students. With different talents,
abilities, skills. The majority of students and SD Negeri Pondok Kacang Timur
03 are Muslim. This research was conducted at SD Negeri Pondok Kacang Timur 03
with 34 class IV students as research subjects.
Research Implementation
The research was conducted at SD Negeri Pondok Kacang Timur
03 class IV with a total of 34 students. The research time consisted of 2
cycles, each cycle consisting of 1 meeting with an allotted time of 2 x 35
minutes.
Conditions Before Action
The initial condition is the state of the students before
the classroom action research is carried out. Based on the results of
observations made in class IV SD Negeri Pondok Kacang Timur 03 in the 2015/2016
academic year, with a total of 34 students in science learning, it can be seen
that student learning outcomes are still low. This can be seen from the results
of the evaluation of students in science subjects that have been carried out
where most of the students obtained scores below the Minimum Completeness
Criteria ~ 70. In the
results of the daily test before the research was carried out, the following
values were obtained:
Table 1. List of Value Results of Pre-Cycle Evaluation
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No |
Name |
Score/ average |
Completeness |
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Complete |
Incomplete |
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1 |
Adelia Putri |
40 |
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V |
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2 |
Aida Permatasari |
50 |
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V |
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3 |
Amelia Agustin |
70 |
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V |
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4 |
Andika Prasetya |
70 |
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V |
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5 |
Dede Rizki |
60 |
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V |
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6 |
Delia Mulyani |
50 |
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V |
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7 |
Desiyana Chairani |
70 |
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V |
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8 |
Dodi Surrachman |
80 |
V |
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9 |
Duan Firdaus |
40 |
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V |
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10 |
Dwi Iindah Purnama |
80 |
V |
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11 |
Gilang Jiliansyah |
60 |
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V |
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12 |
Hans Muller Linggi |
70 |
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V |
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13 |
Helsa Muhadi |
80 |
V |
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14 |
Imanuel Rizki |
80 |
V |
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15 |
Indra Setiawan |
70 |
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V |
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16 |
Jhonatan Agustinus |
80 |
V |
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17 |
Klavera Stari Diwit |
90 |
V |
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18 |
Lani Nurafah |
90 |
V |
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19 |
M.Indra |
80 |
V |
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20 |
M. Latief Abdilah |
80 |
V |
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21 |
Nadia Fitri Aulia |
70 |
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V |
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22 |
Nanda Aulia.A |
80 |
V |
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23 |
Puput Sesri |
90 |
V |
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24 |
Ragil Azis |
90 |
V |
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25 |
Rama Iswardika |
80 |
V |
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26 |
Rega Wulandari |
80 |
V |
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27 |
Rifan Ahmad A |
70 |
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V |
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28 |
M. Khairul Islam |
80 |
V |
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29 |
Rizal Firmansyah |
90 |
V |
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30 |
Rizkan Febriansyah |
90 |
V |
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31 |
Rizqi Saskia.A |
70 |
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V |
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32 |
Roby Kusuma |
80 |
V |
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33 |
Ulya Kusyanti |
90 |
V |
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34 |
Vivi Rianti |
90 |
V |
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Total |
1230 |
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Completeness |
38% |
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Incomplete |
62% |
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Thus the data
obtained from student learning outcomes before the research action is carried
out, can be seen in table 2 below:
Table 2. Distribution of Learning Completeness of
Class IV Semester II Students of SD Negeri Setiadarma 04 Before Action
|
No |
Mark |
Completeness |
Before Action |
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number of
students |
Percentage |
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1 |
~70 |
Incomplete |
13 |
38% |
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2 |
~70 |
Complete |
21 |
62% |
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Amount |
34 |
100% |
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Average value |
65 |
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Based on table 1, it is clear that the students who achieved
mastery learning (KKM = 70) were 13 students (38%) while students who had not
achieved learning mastery were 21 students (62%). The highest value is 90 while
the lowest value is 40. For more details, the value data in table 2 can be
diagrammed as shown in Figure 1.
Figure 1. Completeness distribution diagram
for Class IV Semester 1 students Pondok Kacang Timur Public
Elementary School 03 2015/2016
After further investigation, it turned out that 13 students
who had not completed it had the disadvantage of not being able to grasp the
learning material conveyed by the teacher using the lecture method, the use of
the lecture method resulted in students being sleepy, not enthusiastic in
answering teacher questions and that was all different from 21 people who could
grasp the material. learning by using the lecture method.
The results of the learning completeness of SD Pondok Kacang
Timur 03 Public Elementary School students before the action is taken can be
seen that students who have scores less than the minimum completeness criteria
(KKM: 70) are 21 students or 62%, while those who have achieved minimum
completeness are 13 students with a percentage of 38%.
Obtained data on student learning outcomes that are still
low and grade IV students at SD Negeri Pondok Kacang Timur 03 Semester I of the
2015/2016 Academic Year, the author will conduct a Classroom Action Research
(CAR) in accordance with the research design described in the previous chapter.
In research at Pondok Kacang Timur 03 Public Elementary School, Tambun Selatan District,
Bekasi Regency, the author will use experimental learning methods to improve
student learning outcomes in class IV SD Negeri Pondok Kacang Timur 03, which
will be carried out in two cycles. By using experimental learning methods in
each study.
Cycle 1
Action
planning
Action planning in cycle 1 consists of one planning meeting,
namely the cycle I meeting
Based on the results obtained at the observation stage that
had been carried out at Pondok Kacang Timur 03 Public Elementary School,
researchers collaborated with class IV teachers by conducting discussions about
the learning material to be presented as well as the learning model
Experimental methods used in learning activities, especially in class IV
semester I on the science lessons before carrying out teaching activities at
the first meeting, the teacher prepares everything that can support the student
learning process.
The teacher designs a Learning Implementation Plan (see
Appendix) for the subject of science about various forms of objects with the
learning objective: to improve student achievement in science lessons with the
subject of various forms of objects. Then the teacher presents a motivating
learning experience, namely by carrying out learning activities Experimental
methods with learning steps as follows:
1) Students are divided into 6
groups, each student in the group gets a name or group number.
2) The teacher conducts
learning about various forms of objects and gives experimental examples.
3) The teacher gives
experimental assignments and each group does it.
4) The group discusses the
correct answer and ensures that each group member can do/know the answer.
5) The teacher calls a number.
The student with the number called reports the results of the group's work and
the other groups respond.
Teachers also need to prepare learning media equipment,
namely experimental tools in the form of candles, paper, matches, camphor and
companion books. At the end of learning the teacher evaluates using objective
tests and description tests. The reasons
for the U-shaped arrangement of classrooms are:
1) Learning activities use
experiments to form group chairs making it easier for teachers to communicate
and supervise.
2) Communication is also
directed to the teacher so that students' concentration is more focused in listening
to the teacher's explanation.
Implementation
and Observation of Actions
The implementation and observation stages in cycle I
consisted of one meeting, where the first meeting lasted 70 minutes (two hours
of lessons).
1) Initial activity
Implementation at
the first meeting the teacher opened the lesson The teacher opened the lesson
by greeting, introducing, praying, attending students, setting the atmosphere
in the classroom and asking how the students were doing. Then convey the
learning objectives and learning steps that will be carried out.
2) Core activities
Students listen to
the teacher's explanation about various forms of objects accompanied by
interesting examples and interesting words and styles so that students will
seriously listen and not get bored. Furthermore, the implementation of learning
using an experimental model by dividing students into 6 groups, each group
consisting of 5 students. Students in groups listen to experimental procedures
and do group assignments. Students do science experiments according to the
teacher's instructions. The teacher interacts actively and communicates with
each group giving a little direction and instructions for groups who do not
understand the learning material. After all the groups have done the task the
teacher calls one of the groups randomly to present the results of their
group's experiment and the other groups respond and so on so that all groups
present their experimental results. then the teacher confirms the results of
the exploration and elaboration of students in written form.
3) Closing
Activities
Together with
students make a summary of the lesson. Conduct an assessment of the results of
observations that have been carried out by students in groups. Provide feedback
on the process of learning outcomes.
In the
learning phase of cycle I, meeting I, which is currently underway, the
practitioner asks for the help of an Observer (grade IV teacher) to observe the
course of learning. Experimental method from the beginning to the end of learning
by filling in the observation sheet (see attachment) provided by the
practitioner. The observation sheet includes points that are in accordance with
the experimental method of learning to observe all activities carried out by
the practitioner.
Reflection
And the results of these observations can be known what are
the weaknesses and strengths during learning takes place. Lack of students in
learning, among others, the readiness of students in participating in learning
is still lacking, students' activeness in answering questions is still lacking,
students are good enough to pay attention to explanations and teachers. only
some students were active in group experiments, only some students could answer
questions, only a small number of students could properly present the results
of their group experiments. While the advantages of students in learning
include that most students respond to other groups' answers, some students can
already conclude from the material that has been studied. some students are
serious in following the lesson, All students can work on evaluation questions
without copying friends' answers. As for the deficiencies in the first meeting
which have been repaired, they will be carried out in cycle II
Table 3. Data from Observation Results of Cycle I
actions
|
No |
Activity |
1 |
2 |
3 |
4 |
|
1 |
Pre Learning 1. The
teacher compiles lesson plans 2. Designing
an experimental learning model. 3. Compileassessment 4. compileobservation
instrument |
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|
v v v v |
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2 |
Implementation Initial activity 1. Fill out the class
list, pray, prepare teaching materials, models, teaching aids. 2. Arranging seats. 3. Collecting
assignments/ homework 4. The teacher
conveys the learning objectives 5. The teacher does
apperception 6. Teacher motivate
students Core activities 1. The teacher
gives an explanation to students about the learning material 2. The teacher
divides students into several groups. 3. The teacher
gives an experimental example about the various forms of objects 4. The teacher asks each group to do an experiment according to the
example. 5. The
teacher gives instructions to groups of students who still do not understand
and communicate with each group. 6. Each group reads
their work in front of the class |
v v |
v v v v |
v v v v v |
v |
|
3. |
Closing 1. The teacher asks
questions about things that students do not know 2. The teacher and
students ask and answer to correct misunderstandings, provide reinforcement
and conclusions 3. Students and
teachers reflect. 4. The
teacher gives an evaluation. |
v |
v v |
|
v |
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Amount |
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|
Percentage (%) |
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Information :
1. If the statement is carried
out in the less category
2. If the statement is carried
out in the sufficient category
3. If the statement is carried
out in the good category
4. If the statement is carried
out in the very good category.
Based on table 3 of the first cycle of learning using the
experimental method learning model, the observer obtained an assessment with a
very good category of 10%, a good category of 45%, an adequate category of 30%
and a poor category of 15%. In the activities carried out there are still
deficiencies, namely in the problem of student apperception, in giving
experimental examples the teacher is too fast so that students do not
understand, in arranging seats not neatly and conducting evaluations.
At the end of the first cycle of learning, an evaluation was
carried out using objective tests and description tests with the following
results:
Table 4. List of Value Results of Cycle I Evaluation
|
No |
Name |
Score/ avergae |
Completeness |
Treatment |
||
|
complete |
incomplete |
Refinement |
Enrichment |
|||
|
1 |
Adelia Putri |
50 |
|
V |
V |
|
|
2 |
Aida Permatasari |
60 |
|
V |
V |
|
|
3 |
Amelia Agustin |
80 |
V |
|
|
V |
|
4 |
Andika Prasetya |
80 |
V |
|
|
V |
|
5 |
Dede Rizki |
60 |
|
V |
V |
|
|
6 |
Delia Mulyani |
50 |
|
V |
V |
|
|
7 |
Desiyana Chairani |
60 |
|
V |
V |
|
|
8 |
Dodi Surrachman |
80 |
V |
|
|
V |
|
9 |
Duan Firdaus |
60 |
|
V |
V |
|
|
10 |
Dwi Iindah Purnama |
80 |
V |
|
|
V |
|
11 |
Gilang Jiliansyah |
60 |
|
V |
V |
|
|
12 |
Hans Muller Linggi |
80 |
V |
|
|
V |
|
13 |
Helsa Muhadi |
90 |
V |
|
|
V |
|
14 |
Imanuel Rizki |
90 |
V |
|
|
V |
|
15 |
Indra Setiawan |
80 |
V |
|
|
V |
|
16 |
Jhonatan Agustinus |
80 |
V |
|
|
V |
|
17 |
Klavera Stari Diwit |
90 |
V |
|
|
V |
|
18 |
Lani Nurafah |
90 |
V |
|
|
V |
|
19 |
M.Indra |
80 |
V |
|
|
V |
|
20 |
M. Latief Abdilah |
90 |
V |
|
|
V |
|
21 |
Nadia Fitri Aulia |
90 |
V |
|
|
V |
|
22 |
Nanda Aulia.A |
80 |
V |
|
|
V |
|
23 |
Puput Sesri |
80 |
V |
|
|
V |
|
24 |
Ragil Azis |
90 |
V |
|
|
V |
|
25 |
Rama Iswardika |
90 |
V |
|
|
V |
|
26 |
Rega Wulandari |
80 |
V |
|
|
V |
|
27 |
Rifan Ahmad A |
90 |
V |
|
|
V |
|
28 |
M. Khairul Islam |
90 |
V |
|
|
V |
|
29 |
Rizal Firmansyah |
80 |
V |
|
|
V |
|
30 |
Rizkan Febriansyah |
80 |
V |
|
|
V |
|
31 |
Rizqi Saskia.A |
90 |
V |
|
|
V |
|
32 |
Roby Kusuma |
90 |
V |
|
|
V |
|
33 |
Ulya Kusyanti |
90 |
V |
|
|
V |
|
34 |
Vivi Rianti |
90 |
V |
|
|
V |
|
Total |
1330 |
|
|
|
|
|
|
Completeness |
61% |
|
|
|
|
|
|
Incomplete |
38% |
|
|
|
|
|
Table 5. Distribution of learning completeness
|
No |
Mark |
Completeness |
Cycle |
I |
|
Number
of students |
Percentage |
|||
|
1 |
~70 |
Incomplete
|
13 |
38% |
|
2 |
~70 |
Complete
|
21 |
61% |
|
|
Amount |
34 |
100% |
|
|
|
Average |
73.8 |
|
|
From the results of the reflection of the first cycle which
has deficiencies, namely students in learning, among others, the readiness of
students in participating in learning is still lacking, students' activeness in
answering questions is still lacking, students are good enough to pay attention
to explanations and teachers only some students are active in experiments
carried out in groups, only some students could answer the questions, so a
lesson plan for cycle II was prepared and it was hoped that the researcher
would correct the deficiencies so that the implementation of the next lesson
would be better.
Cycle II
Action planning
Based on the results of cycle I, there were deficiencies and
successes in Cycle I. Learning planning in Cycle II was carried out as a
refinement and follow-up and deficiencies that occurred in Cycle I. The
implementation of Cycle II was carried out 1 meeting, the learning activities
in Cycle II were still the same as Cycle But what distinguishes it is that the
learning activities include different experimental materials. This is intended
so that students can get a better picture of the various forms of objects.
The teacher designs a Learning Implementation Plan (see
Appendix) for the subject of improving student achievement in science lessons
with the subject of various forms of objects and their changes: After listening
to the teacher's explanation of changes and carrying out experiments it is
hoped that student achievement will increase. Then the teacher presents a
motivating learning experience, namely by carrying out learning activities
Experimental methods with learning steps as follows:
1) Students are divided into 6
groups, each student in the group gets a name or group number.
2) The teacher conducts learning
about various forms of objects and gives experimental examples.
3) The teacher gives
experimental assignments and each group does it.
4) The group discusses the
correct answer and ensures that each group member can do/know the answer.
The teacher calls a number. The student with the number
called reports the results of the group's work and the other groups respond. Teachers also need to prepare equipment such as appropriate
experimental media and supporting books. At the end
of learning the teacher evaluates using objective tests and description tests.
Implementation
of Observations and actions
In cycle II this is used as a follow-up and improvement of
learning activities in cycle I, cycle II lasts 70 minutes (2 hours of lessons).
1) Initial activity
Implementation at
the first meeting the teacher opened the lesson The teacher opened the lesson
by greeting, introducing, praying, attending students, setting the atmosphere
in the classroom and asking how the students were doing. Then convey the
learning objectives and learning steps that will be carried out.
2) Core activities
Students listen to
the teacher's explanation about various forms of objects accompanied by
interesting examples and interesting words and styles so that students will
seriously listen and not get bored. Furthermore, the implementation of learning
using an experimental model by dividing students into 6 groups, each group
consisting of 5 students. Students in groups listen to experimental procedures
and do group assignments. Students do science experiments according to the
teacher's instructions. The teacher interacts actively and communicates with
each group giving a little direction and instructions for groups who do not
understand the learning material. After all the groups have done the task the
teacher calls one of the groups randomly to present the results of their
group's experiment and the other groups respond and so on so that all groups
present their experimental results. then the teacher confirms the results of
the exploration and elaboration of students in written form,
3)
Closing Activities
Together with
students make a summary of the lesson. Conduct an assessment of the results of
observations that have been carried out by students in groups. Provide feedback
on the process of learning outcomes.
In the learning phase of cycle II that is currently
underway, the practitioner asks for the help of an Observer (grade IV teacher)
to observe the course of the experimental method from the beginning to the end
of the lesson by filling out the observation sheet (see attachment) provided by
the practitioner. The observation sheet includes points that are in accordance
with the experimental method of learning to observe all activities carried out
by the practitioner.
Reflection
From the results of these observations it can be seen what
are the weaknesses and strengths during the learning process. Lack of students
in learning, among others, the readiness of students in participating in
learning is still lacking, the activeness of students in answering questions
has increased, students are good enough to pay attention to explanations and
teachers. Most of the students were active in learning, only some students
could not answer questions, a small number of students did not want to present their
work. Another advantage of students in learning, among other things, that most
students respond to answers brought by their friends, some students can already
conclude from the material that has been studied. Most of the students are
serious in participating in learning, all students can work on evaluation
questions without copying friends' answers. There was an increase in the value
of learning cycle II. The results of cycle II learning can be seen in the table
below:
Table 6 . Data from Observation Results of Cycle II
actions
|
No |
Activity |
1 |
2 |
3 |
4 |
|
1 |
Pre Learning 1. The
teacher compiles lesson plans 2. Designing
experimental models 3. Compileassessment 4. compileobservation
instrument |
|
|
v v v v |
|
|
2 |
Implementation Initial activity 1. Filling out
class lists, praying, preparing teaching materials, models, teaching aids. 2. Arranging seats. 3. Collecting
assignments/ homework 4. The teacher
conveys the learning objectives 5. The teacher does
apperception 6. Teachermotivate
students |
|
|
v v v v v |
v |
|
Core
activities 1. The teacher gives an explanation to students about the learning
material 2. The teacher divides students into several groups. 3. The teacher gives an experimental example aboutabout the various
forms of objects 4. The teacher asks each one group to carry out experiments according to
the example. 5. The teacher gives instructions to groups of students who still
do not understand and communicate with each group. 6. respectively respectively group read results his work in front of the
class |
|
|
v v v |
v v v |
|
|
3. |
Closing 1. The teacher asks questions about things that students do not
know 2. The teacher and students ask and answer to correct
misunderstandings, provide reinforcement and conclusions 3. Students and teachers reflect. 4. The teacher gives an evaluation. |
|
v |
v v |
v |
|
|
Amount |
0 |
1 |
14 |
5 |
|
|
Percentage
(%) |
0% |
10 % |
70 % |
25 % |
Information
:
1.
If the
statement is carried out in the less category
2.
If the
statement is carried out in the sufficient category
3.
If the
statement is carried out in the good category
4.
If the
statement is carried out in the very good category.
Based on table 4.6
of the second cycle of learning using the experimental method learning model
obtained an assessment by observers with a very good category of 25%, good
category of 70%, sufficient category of 10% and less category of 0%. There have
been many improvements in the activities carried out.
At the end of cycle
II, an evaluation was carried out using objective tests and description tests
with the following results:
Table 7. List of Value Results of Cycle II Evaluation
|
No |
Name |
Score/ average |
Completeness |
Follow-up |
||
|
complete |
Incomplete |
Repair |
enrichment |
|||
|
1 |
Adelia Putri |
80 |
V |
|
|
V |
|
2 |
Aida Permatasari |
80 |
V |
|
|
V |
|
3 |
Amelia Agustin |
80 |
V |
|
|
V |
|
4 |
Andika Prasetya |
80 |
V |
|
|
V |
|
5 |
Dede Rizki |
80 |
V |
|
|
V |
|
6 |
Delia Mulyani |
70 |
|
V |
V |
|
|
7 |
Desiyana Chairani |
80 |
V |
|
|
V |
|
8 |
Dodi Surrachman |
80 |
V |
|
|
V |
|
9 |
Duan Firdaus |
80 |
V |
|
|
V |
|
10 |
Dwi Iindah Purnama |
90 |
V |
|
|
V |
|
11 |
Gilang Jiliansyah |
90 |
V |
|
|
V |
|
12 |
Hans Muller Linggi |
80 |
V |
|
|
V |
|
13 |
Helsa Muhadi |
100 |
V |
|
|
V |
|
14 |
Imanuel Rizki |
100 |
V |
|
|
V |
|
15 |
Indra Setiawan |
80 |
V |
|
|
V |
|
16 |
Jhonatan Agustinus |
80 |
V |
|
|
V |
|
17 |
Klavera Stari Diwit |
100 |
V |
|
|
V |
|
18 |
Lani Nurafah |
100 |
V |
|
|
V |
|
19 |
M.Indra |
100 |
V |
|
|
V |
|
20 |
M. Latief Abdilah |
100 |
V |
|
|
V |
|
21 |
Nadia Fitri Aulia |
80 |
V |
|
|
V |
|
22 |
Nanda Aulia.A |
80 |
V |
|
|
V |
|
23 |
Puput Sesri |
100 |
V |
|
|
V |
|
24 |
Ragil Azis |
100 |
V |
|
|
V |
|
25 |
Rama Iswardika |
100 |
V |
|
|
V |
|
26 |
Rega Wulandari |
100 |
V |
|
|
V |
|
27 |
Rifan Ahmad A |
80 |
V |
|
|
V |
|
28 |
M. Khairul Islam |
80 |
V |
|
|
V |
|
29 |
Rizal Firmansyah |
100 |
V |
|
|
V |
|
30 |
Rizkan Febriansyah |
100 |
V |
|
|
V |
|
31 |
Rizqi Saskia.A |
80 |
V |
|
|
V |
|
32 |
Roby Kusuma |
80 |
V |
|
|
V |
|
33 |
Ulya Kusyanti |
100 |
V |
|
|
V |
|
34 |
Vivi Rianti |
100 |
V |
|
|
V |
|
Amount |
1530 |
|
|
|
|
|
|
Completeness |
94% |
|
|
|
|
|
|
Not finished |
6% |
|
|
|
|
|
Table 8. Distribution of learning completeness
|
No |
Score |
Completeness |
Cycle II |
|
|
The number of students |
Percentage |
|||
|
1 |
~70 |
incomplete |
2 |
6% |
|
2 |
~70 |
complete |
32 |
94% |
|
|
Amount |
34 |
100% |
|
|
|
Average |
85 |
|
|
Results
of Data Analysis
Cycle I
Research analysis
after using the experimental method in science learning obtained the following
learning outcomes:
Table 9. Distribution of learning completeness of
Class IV studentsPondok Kacang Timur Public Elementary School
03 Cycle I
|
No |
Score |
Completeness |
Cycle I |
|
|
The number of students |
Percentage |
|||
|
1 |
~70 |
Incomplete |
13 |
38% |
|
2 |
~70 |
Complete |
21 |
61% |
|
|
Amount |
34 |
100% |
|
|
|
Average value |
73.8 |
|
|
Figure 2. Diagram of the Learning Completeness Distribution of
Class IV Semester I Students of SD Negeri Pondok Kacang Timur 03 Cycle I
Based on the table above using the
experimental learning model students who have not completed (KKM ~ 70) are as
many as 11 students or 31% while students who have completed 23 students or
69%.
Cycle II
Research analysis after using the
experimental method in science learning obtained the following learning
outcomes:
Table 10. Distribution of learning completeness for
Class IV students at SD Pondok Kacang Timur 03 Cycle II
|
No |
Mark |
Completeness |
Cycle II |
|
|
The number of students |
Percentage |
|||
|
1 |
< 70 |
Incomplete |
2 |
6% |
|
2 |
> 70 |
Complete |
32 |
94% |
|
|
Amount |
34 |
|
|
|
|
Average
value |
85 |
|
|
The following is a
discussion regarding the comparison of the completeness of student learning
outcomes before the action, in cycle I and in cycle II shown in table 11
Table 11. Distribution of learning completeness of
Class IV SD Negeri Pondok Kacang Timur 03 Pre-Cycle, Cycle I, Cycle II
|
No |
Score |
Before Action Action |
Cycle I I |
Cycle II II |
|||
|
Number of student |
Percentage |
Number of student |
Percentage |
Number of student |
Percentage |
||
|
1 |
Incomplete |
21 |
61% |
13 |
39% |
2 |
6% |
|
2 |
Complete |
13 |
39% |
21 |
61% |
32 |
94% |
|
Amount |
34 |
100% |
34 |
100 |
34 |
100 |
|
Based on the value grouping
recapitulation table in table 4.9 it can be seen that there was an increase in
the number of students who completed the number of students 18 in science
subjects, as evidenced for the complete classification, before the action was
carried out only 13 students and 21 students had not completed after cycle I
and cycle II were carried out , the number of students who completed as many as
33 students or 97%. This proves that learning using experiments in science
lessons can improve student learning outcomes. At the incomplete student
classification stage, before the action was held there were 11 students who had
not and the number of students in class IV were 24 students, and cycle I and
cycle II all students experienced 94% mastery learning, this was influenced by
the existence of learning with experimental methods students were more
interested , not boring because there is good communication and interaction so
students will always pay attention to what the teacher teaches. This method is
also effective for reducing student boredom in receiving lessons, the
interactions that occur between teachers and students increase their learning
motivation, especially learning science. the completeness diagram before the
cycle is carried out as well as cycle I and cycle II can be seen in the picture
below:
Figure 3. Learning Completeness Distribution
Diagram of Grade IV Students Semester I SD Negeri Pondok Kacang Timur 03
Pre-Cycle, Cycle I, Cycle II
Discussion of Research Results
The results of observations before the action taken in class
IV SD Negeri Pondok Kacang Timur 03 stated that the level of understanding of
class IV students, especially science subjects, was still low, many student
learning outcomes did not meet the Minimum Completeness Criteria (KKM). This is
one of the reasons is because the teacher in the delivery of learning still
uses the lecture method. The learning process before the action showed low
learning outcomes, namely students whose grades met the KKM as many as 13
students or 37% with the highest score of 90 and the lowest score of 40. There
was also an increase in the class average score. If in the pre-cycle the
average value achieved was 68 then increased to 73 in cycle I, to 85 in cycle
II.
There is a comparison between the number of students who
have completed and not completed because 13 students who have achieved
completeness have been able to grasp the material presented by the teacher even
though only with lectures while 21 students have not been able to grasp
material by the teacher with lectures because their comprehension power is
lacking when capturing teaching material in lecture form.
To obtain learning outcomes, an assessment or evaluation is
needed on students which is a follow-up or method used to measure the level of
student mastery in the learning process that has been carried out (Suardipa &
Primayana, 2020). So that
with evaluation educators can also measure changes in student behavior
significantly after the teaching and learning process is carried out in
accordance with teaching objectives. So the assessment or evaluation of
learning outcomes is the process of giving value to the learning outcomes
achieved by students with certain criteria. Students' understanding of learning is obtained from the
results of cycle I and cycle II scores
1) Cycle I
By using the experimental learning
model, there were 13 students who scored below the Minimum Completeness
Criteria (KKM 70) and 21 students who got grades that met the KKM. With the
highest score of 90 and the lowest score of 50.
2) Cycle II
By using the experimental approach
learning model, 1 student scored below the Minimum Completeness Criteria (KKM
> 70) and 26 students got grades that met the KKM. With the highest score of
100 and the lowest score of 70
Based on the results obtained in cycle I and cycle II, it
was found that science learning used an experimental model on the subject of
various forms of class IV objects in the first semester of SD Negeri Pondok
Kacang Timur 03 which ultimately led to increased learning outcomes.
CONCLUSION
Based on
the results of the discussion of data analysis that was carried out in cycle I
and cycle II in this study, it can be concluded as follows: The use of
experimental methods can improve student learning outcomes in science subjects
the subject of various forms of objects class IV semester I SDN Pondok Kacang
Timur 03 academic year 2015/2016, this is indicated by an increase in learning
outcomes, namely the learning process before the action shows low learning
outcomes, namely students whose grades meet the KKM as many as 13 students or
37%, students who have not completed 21 students or 61% with the highest score
of 90 and the lowest score is 40. In cycle I, the number of students who
complete is 21 students or 61% while those who have not completed are 13
students or 39%. The minimum value is 50 and the maximum value is 90. In cycle
II there was an increase in learning outcomes, namely the number of students'
completeness was 32 students or 94%. The minimum score is 70 and the maximum
value is 100. There is an increase in the average score, namely 65 in the
pre-cycle to 73 in the first cycle and to 85 in the second cycle.
Thus it can be concluded that using the experimental method
can improve student learning outcomes in science subjects on the subject of
various material forms of class IV semester I SDN Pondok Kacang Timur 03
academic year 2015/2016 can improve learning outcomes.
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