Flipped Learning Model in Social Studies Education - Focused on laborer’s rights and the cases of labor rights violation -

This study discusses the learning model of social education subjects for elementary school students and madrasah Ibtidaiyah. This research uses a qualitative approach using a literature study. Social studies education emphasizes more on the aspect of education than the transfer of concepts because in learning social studies education students are expected to gain an understanding of some concepts and develop and practice their attitudes, values, morals, and skills based on the concepts they have. To be able to direct students to become independent, critical, creative, and adaptive. While the purpose of social studies learning in MI is to provide basic skills to students to develop themselves according to their talents, interests, abilities, and environment in the field of learning

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The Comparison of Social Learning Study (Ips) Results Using Cooperative Jigsaw Learning Model Based On It Media for Elementary Students (Sd)

The International Journal of Social Sciences and Humanities Invention ◽

10.18535/ijsshi/v5i12.06 ◽

2018 ◽

Vol 5 (12) ◽

pp. 5123-5127

Author(s):

Umar Darwis S.E,M.PD

Keyword(s):

Cooperative Learning ◽

Social Studies ◽

Social Studies Education ◽

Learning Model ◽

Daily Lives ◽

Community Activities ◽

Sources Of Knowledge ◽

The Social ◽

Research Findings ◽

The Media

Social studies education has been taught since elementary school, this social studies lesson can provide a significant contribution in overcoming social problems, because social studies education has a function and role in improving human resources to obtain knowledge about human dignity and values as social beings, the skills to apply that knowledge and able to behave based on values and norms so that they can live in a society. The ideal conditions expected from the results of social studies learning in schooling are considered not yet in line with expectations, even some research findings and observations of education experts reinforce the conclusion that social studies education in Indonesia is not maximal because the realization of social values developed in social studies learning is still not well implemented in the daily lives of students. The social skills of graduate students are still alarming, as evidenced by student participation in various community activities is shrinking. By having the implementation of the jigsaw cooperative learning model assisted by IT media, the jigsaw cooperative learning model without using media also allows students to work in teams and ensure each team has mastered the subject matter provided by the teacher, except that in this learning model students do not get additional sources of knowledge through the media IT.

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Aktivitas Belajar Mahasiswa dalam Perkuliahan Pendidikan IPS dengan Menerapkan Model Pembelajran Kooperatif Tipe Make A Match

PAKIS (Publikasi Berkala Pendidikan Ilmu Sosial) ◽

10.20527/pakis.v1i2.4010 ◽

2021 ◽

Vol 1 (2) ◽

Author(s):

Rusmawan Rusmawan ◽

Puji Purnomo

Keyword(s):

Elementary School ◽

Cooperative Learning ◽

Social Studies ◽

Student Learning ◽

Social Studies Education ◽

Learning Model ◽

Learning Activities ◽

Learning Activity ◽

Match Type ◽

Education Courses

The low level of student activity in Social Studies Education courses is a problem for students' ability to interact well with fellow students, lecturers and learning resources. This condition requires the application of an effective learning model to increase student learning activity in the classroom. This study answered two research questions, namely how student learning activities in Social Studies Education courses use Make a Match cooperative learning and how to apply Make a Match cooperative learning models in increasing student learning activities in Social Studies Education for Elementary School courses. This research is a Classroom Action Research (CAR). The subjects of this study were the fifth semester students of Class C of the Elementary School Teacher Education Study Program who attended the Social Studies Education for Elementary School course as many as 47 students. Research data were collected through observation. The data analysis technique used was descriptive analysis. The results showed that (1) the dominant aspects of learning activities in Social Studies Education courses with the Make a Match type cooperative learning model were aspects of group interaction and aspects of answering questions; and (2) Social Studies Education for Elementary School courses with the Make a Match type cooperative learning model can increase student learning activities, the indications are that the percentage score of student learning activities is above 70 (78.72%).

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IMPLEMENTASI MODEL PEMBELAJARAN BERDASARKAN MASALAH UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS IV SDN 169 PEKANBARU

Primary: Jurnal Pendidikan Guru Sekolah Dasar ◽

10.33578/jpfkip.v4i2.2942 ◽

2015 ◽

Vol 4 (2) ◽

pp. 87

Author(s):

Erlisnawati ' ◽

Hendri Marhadi

Keyword(s):

Student Achievement ◽

Action Research ◽

Social Studies ◽

Problem Based Learning ◽

Fourth Grade ◽

Learning Model ◽

Student Activities ◽

First Semester ◽

Average Value ◽

Implementation Problem

The problem in this research was social studies student achievement in fourth grade (IV) SDN 169 Pekanbaru still low with average value 63.88 (with KKM 75). The purpose of this research was to improve the student achievement of the fourth grade (IV) SDN 169 Pekanbaru with the implementation of Problem Based Learning model. This research was classroom action research with two cycles in first semester 2015. Before implementation Problem Based Learning average 63.88, after implementation of Problem Based Learning, UH I was 71.25 that improve 11.54% from before exam with average 61.62. UH II was 80.38 that improve 25.83%. Teacher’s activities with the implementation of Problem Based Learning at first meeting of first cycle was 70% (good category), and second meeting was 80% (good category) that improve 10 point. At second cycle, teacher’s activitiesat first meeting was 90% (very good category) that improve 10 point from second meeting of first cycle. Second meeting of second cycle was 95% (very good category) which improve 5 point. Students activities at first meeting of first cycle was 65% (good category), and second meeting 75% (good category) that improve 10 point. At second cycle, student activities at first meeting was 80% (good category) that improve 5 point from second meeting of first cycle. Second meeting of second cycle was 85% (very good category) which improve 5 point. Implementation of Problem Based Learning model can improvedsocial studies student achievement of fourth grade (IV) SDN 169 Pekanbaru.Keywords: problems based learning, sosial studies student’s achievement

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MENINGKATKAN HASIL BELAJAR IPS DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE QUESTION STUDENT HAVE (QSH) PADA SISWA KELAS IV SDN SAGA V TANGERANG BANTEN

Primary: Jurnal Pendidikan Guru Sekolah Dasar ◽

10.33578/jpfkip.v4i1.2720 ◽

2015 ◽

Vol 4 (1) ◽

pp. 21

Author(s):

Zerri Rahman Hakim

Keyword(s):

Action Research ◽

Cooperative Learning ◽

Social Studies ◽

Learning Outcomes ◽

Fourth Grade ◽

Learning Model ◽

Learning Activities ◽

Fourth Grade Students ◽

Planning Implementation ◽

Classroom Action Research

The objectives of this research were to determine: 1) Students’ learning activities in social studies after using Question Student Have (QSH) in Cooperative Learning Model, 2) Students’ learning outcomes in social studies after using Question Student Have (QSH) in Cooperative Learning Model. The method used in this research is Classroom Action Research (CAR) with Stephen Kemmis and Mc. Taggart Model which consists of four stages, namely planning, implementation, observation and reflection. This study was conducted by the researcher in two cycles. Instruments used in this research are observational sheet, interview, and test in the last cycle. From the analysis of the data, the researcher found that there is an improvement in students’ learning outcomes. On the basic value, there was only 43,33% students who achieve the learning mastery. In the first cycle, the students who achieve the learning mastery were increased, it was about 30% from the basic value, it reached 73,33%. On the second cycle, the student who achieve the learning mastery were increased about 26,70% from the first cycle, become 100%. The same thing also happened to the students' learning activities. In the first cycle, students’ learning activities is 71,42% and on the second cycle, students’ learning activities were incrased about 21,43% from the first cycle, become 92,85%. Based on the analysis of data of this study it can be concluded that the use of Question Student Have (QSH) in Cooperative Learning Model can improve students’ learning outcomes and learning activities fourth grade students of SDN Saga V in social studies.Keywords: social studies learning outcomes, cooperative learning QSH type.

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PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAWUNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VSD NEGERI 010 SILIKUAN HULU KECAMATAN UKUIKABUPATEN PELALAWAN

Primary: Jurnal Pendidikan Guru Sekolah Dasar ◽

10.33578/jpfkip.v5i2.3723 ◽

2016 ◽

Vol 5 (2) ◽

pp. 365

Author(s):

Mohamad Suparno

Keyword(s):

Cooperative Learning ◽

Social Studies ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Learning Model ◽

Average Score ◽

Class V ◽

Learning Improvement ◽

Average Value ◽

Testing Techniques

The background of this study is the low results of social studies class V SD Negeri 010 Silikuan Hulu Kecamatan Ukui. This is evidenced by of 26 students only 11 (41.67%), which reached KKM, to research the learning improvement by implementing cooperative learning model Jigsaw. This research is a class act who do as much as two cycles. The collection of data in research adalag with the testing techniques. The study states that the implementation of cooperative learning model jigsaw can improve learning outcomes IPS, it is seen from: the average student learning outcomes which increased 20.25% from the average value of the basic score is 69.58 into 83.67 at UH the first cycle, and the average value UH second cycle increased 31.50% from the average score of 69.58 into 91.50 basis. The percentage of classical completeness achievement has been as expected. Which, on the basis of completeness klasikalnya score is 41.67% with the category is not exhaustive and the UH first cycle increased to 87.50% with the category completely, then at UH second cycle increased to 91.67% with the category completely.

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