scholarly journals Penerapan Model Kooperatif Tipe Jigsaw Untuk Meningkatkan Kualitas Pembelajaran dan Keaktifan Berbicara Siswa Kelas VII A SMP N 14 Kota Jambi

2019 ◽  
Vol 19 (2) ◽  
pp. 292
Author(s):  
Germilasmawani Germilasmawani
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Performance Test ◽  
Learning Model ◽  
Learning Activity ◽  
The Third ◽  
Classroom Action Research

Speaking learning activity is still low in SMP Negeri 14 Kota Jambi.To overcome this problem researcher chooses Jigsaw cooperative learning model as an alternative to enable learners to speak.This study aims to know the successful of implementation cooperative learning model Jigsaw to improve the quality of the processes and outcomes of learning speaking participationof VIIA grade studentsSMP N 14 Jambi. This research is a classroom action research. The subjects were 32 students of class VIIA SMPN 14 Jambi. The study was conducted three cycles each cycle begins with the planning, implementation, analysis and reflection. The instruments used were observation sheet, field notes, closed questionnaire, and the performance test. Data analysis techniques of quality of process implementation of Jigsaw are done with data reduction, data display, verification and conclusion drawing, while data of learning outcomes qualitywere analyzed by using average formula. The results of the study were classified into two, namely the quality of the learning process and the quality of students’ speaking participation learning outcomes. The quality of the learning process in the first cycle and the second cycle is still low. It can be seen from the students’ low participationin speaking. But in the third cycle the quality of the learning process has been successful. From 32 students, spontaneous expression in first cycle wasonly 8, in second cyclewas16, in third cycle was 24; expressing their opinions as assigned the first cycle was 10, the second cycle was 19, the third cycle 26; responding to the opinion of friends in first cycle was 8, in second cycle was 16, in third cycle 24; asking questions first cycle 9, the second cycle 18, the third cycle 25; answering friends’ / teacher’s questions in first cycle was 10, the second cycle 18, the third cycle 25. Based on these results it can be concluded that the implementation of cooperative learning model Jigsaw can improve process quality and students’ speaking participation learning outcomes. Thus researcher suggests to the teachers to use Jigsaw cooperative model in their teaching learning process. But a classroom action research through Jigsaw model still need to be followed up with more innovative development.

scholarly journals PENINGKATAN KEAKTIFAN DAN HASIL BELAJAR PKN MELALUI MODEL PEMBELAJARAN KOOPERATIF JIGSAW

2021 ◽  
Vol 1 (4) ◽  
pp. 186-199
Author(s):  
RATNANINGSIH RATNANINGSIH
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Performance Indicators ◽  
Research Performance ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
The Third ◽  
Lecture Method ◽  
Classroom Action Research

The method applied by the teacher in Civics learning is still conventional, tends to use the verbalistic lecture method, resulting in passive students, lack of enthusiasm, and low student learning outcomes. To improve the learning process and results, the teacher responded by applying the Jigsaw cooperative learning model and applying it in the form of Classroom Action Research (CAR). The purpose of this Classroom Action Research is to increase the activeness and learning outcomes of Civics. The action is carried out through three cycles. Each cycle includes four activities, namely (1) Planning, (2) Acting, (3) Observing, and (4) Reflection. One cycle is carried out in two to three meetings. Based on the results of data analysis, findings, and discussions that have been carried out, it can be concluded that the actions taken in class VIIIA to increase the activity and learning outcomes of Civics through the Jigsaw cooperative learning model were successful because the research performance indicators were met. Before the action using the Jigsaw cooperative learning model, the activeness of class VIIIA students was 73.43 in the active category and at the end of the third cycle of 79.10 in the very active category, an increase of 5.67 (an increase of 8%). Before the action, the KKM achievement in the class was 10%, after the first cycle of action it became 54.33% (an increase of 43.33%), after the second cycle of action it became 76.67% (an increase of 23.34% from the first cycle), and after the third cycle of action it increased to 93.33% (an increase of 16.66% from cycle II). ABSTRAKMetode yang diterapkan guru dalam pembelajaran PKn masih bersifat konvensional, cenderung menggunakan metode ceramah yang verbalistik, sehingga mengakibatkan siswa pasif, kurang bersemangat, dan hasil belajar siswa rendah. Untuk memperbaiki proses dan hasil belajar disikapi guru dengan menerapkan model pembelajaran kooperatif Jigsaw dan mengaplikasikannya dalam bentuk Penelitian Tindakan Kelas (PTK). Tujuan Penelitian Tindakan Kelas ini yaitu untuk meningkatkan keaktifan dan hasil belajar PKn. Tindakan dilaksanakan melalui tiga siklus. Setiap siklus meliputi empat kegiatan yaitu (1) Perencanaan (Planning), (2) Pelaksanaan (Acting), (3) Pengamatan (Observing), dan (4) Refleksi (Reflection). Satu siklus dilaksanakan dalam dua sampai tiga kali pertemuan. Berdasarkan hasil análisis data, temuan, dan pembahasan yang telah dilakukan dapat disimpulkan bahwa tindakan yang dilakukan pada kelas VIIIA untuk meningkatkan keaktifan dan hasil belajar PKn melalui model pembelajaran kooperatif Jigsaw berhasil karena indikator kinerja penelitian terpenuhi. Sebelum tindakan dengan menggunakan model pembelajaran kooperatif Jigsaw, keaktifan siswa kelas VIIIA sebesar 73.43 dalam katagori aktif dan pada akhir siklus III sebesar 79.10 dalam katagori sangat aktif, meningkat sebesar 5.67 (meningkat 8%). Sebelum dilakukan tindakan ketercapaian KKM pada kelas tersebut adalah 10%, setelah tindakan siklus I menjadi 54.33% (meningkat 43.33%), setelah tindakan siklus II menjadi 76.67% (meningkat 23.34% dari siklus I), dan setelah tindakan siklus III meningkat menjadi 93.33% (meningkat 16.66% dari siklus II).

scholarly journals Penggunaan Cooperative Learning Model Jigsaw dalam Peningkatan Aktifitas Siswa pada Pembelajaran PKn di SMPN 1 Kota Pariaman

2018 ◽  
Vol 1 (2) ◽  
pp. 145
Author(s):  
Yulfianti Yulfianti
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Citizenship Education ◽  
Learning Model ◽  
Learning Activity ◽  
Average Value ◽  
Classroom Action Research

This study aimed to increase the student learning activity in Citizenship Education at classroom VIII.5 SMP Negeri 1 of Pariaman City in the 1st half semester of 2015/2016. This study was conducted through Classroom Action Research with the application of the Jigsaw model in cooperative learning. This study was conducted in two cycles. The finding of this study showed that the use of Jigsaw model in Citizenship Education classroom could increase the activity of the learners, the average value of their learning outcomes, and learning completeness of the learners. The conclusion of this study was that there were increased activities in the student learning in Citizenship Education by using the Cooperative Learning of Jigsaw model so as to improve learning outcomes of the students in grade VIII.5 SMP Negeri 1 of Pariaman City.

scholarly journals PEMBELAJARAN KOOPERATIF BERBANTUAN MEDIA GAMBAR UNTUK MENINGKATKAN KEMAMPUAN BERCERITA SISWA

Vidya Karya ◽  
2021 ◽  
Vol 35 (1) ◽  
pp. 21
Author(s):  
Eni Umaryati
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Model ◽  
Student Response ◽  
Alternative Solution ◽  
Classroom Action Research ◽  
Cooperative Models

Abstract. The relatively low storytelling skills of students encourages researcher to propose alternative solution to solve the problem in the form of using picture-assisted cooperative models. This classroom action research is conducted at class VIIIA students of SMPN 6 Banjarmasin. Data collection techniques were carried out through observation using observation sheets and student response questionnaires, and test techniques using descriptive questions. The results showed that students’ activity in learning increased from 44% in cycle I to 89% in cycle II. The students’ learning outcomes also increased from 65% in cycle I to 89% in cycle II. Students also gave positive responses to learning process by 90%. It can be concluded that picture-assisted cooperative models is effective in improving students' storytelling skills.Keywords: storytelling skills, cooperative learning model, picturesAbstrak.  Kemampuan bercerita siswa yang relatif masih rendah mendorong peneliti untuk mengajukan alternatif solusi pemecahan masalah berupa penggunaan model kooperatif berbantuan media gambar. Penelitian Tindakan kelas ini ditujukan kepada siswa kelas VIIIA SMPN 6 Banjarmasin. Teknik pengumpulan data dilakukan melalui observasi menggunakan lembar pengamatan dan angket respon siswa, serta teknik tes menggunakan soal uraian. Hasil penelitian menunjukkan bahwa aktivitas siswa dalam pembelajaran mengalami peningkatan dari 44% pada siklus I menjadi 89% pada siklus II. Hasil belajar siswa juga mengalami peningkatan dari 65% pada siklus I menjadi 89% pada siklus II. Siswa juga memberikan respon positif terhadap pembelajaran sebesar 90%. Disimpulkan bahwa pembelajaran kooperatif berbantuan media gambar efektif meningkatkan kemampuan bercerita siswa. Kata Kunci: kemampuan bercerita, model pembelajaran kooperatif, media gambar

scholarly journals MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW BERBASIS ALGEBRATOR

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Eline Yanty Putri Nasution ◽  
Farida Hanum Lubis
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Activity ◽  
Model Type ◽  
The Third ◽  
Activity Scale ◽  
Very High

  Abstrak. Penelitian ini merupakan penelitian tindakan kelas dengan 3 siklus sebagai kolaborasi penelitian antara dosen pendidikan matematika dengan guru matematika. Tujuan penelitian ini adalah menelaah model pembelajaran kooperatif tipe jigsaw berbasis Algebrator untuk meningkatkan aktivitas dan hasil belajar siswa dalam pembelajaran matematika. Pelenitian ini dilaksanakan pada salah satu sekolah menengah pertama dimana 215 orang siswa kelas delapan sebagai populasi, dan 21 orang siswa sebagai sampel penelitian. Penelitian ini menggunakan 8 buah instrumen baik tes maupun non-tes yang terlebih dahulu diuji coba validitasnya, yaitu: tes hasil belajar siswa I dengan nilai reliabilitas 0,80 (tinggi), tes hasil belajar siswa II dengan nilai reliabilitas 0,76 (tinggi), tes hasil belajar siswa III dengan nilai reliabilitas 0,81 (tinggi), skala aktivitas belajar siswa I dengan nilai reliabilitas 0,844 (sangat tinggi), skala aktivitas belajar siswa II dengan nilai reliabilitas 0,784 (tinggi), skala aktivitas belajar siswa III dengan nilai reliabilitas 0,878 (sangat tinggi), lembar observasi dan wawancara. Berdasarkan hasil analisis data, temuan dalam penelitian ini adalah: (1) rata-rata hasil belajar siswa pada siklus pertama adalah 65,62 (2) rata-rata hasil belajar siswa pada siklus kedua adalah 71,53 (3) rata-rata hasil belajar siswa pada siklus ketiga adalah 76 (4) rata-rata aktivitas belajar siswa pada siklus pertama adalah 41,29% (5) rata-rata aktivitas belajar siswa pada siklus kedua adalah 50,71% (6) rata-rata aktivitas belajar siswa pada siklus ketiga adalah 65,24% (7) lembar observasi dan wawancara menunjukkan bahwa siswa merasa senang dan tertarik terhadap pembelajaran matematika dengan menggunakan model pembelajaran kooperatif tipe jigsaw berbasis Algebrator. Kesimpulan dari penelitian ini adalah model pembelajaran kooperatif tipe jigsaw berbasis Algebrator dapat meningkatkan aktivitas dan hasil belajar siswa dalam pembelajaran matematika. Kata kunci: Jigsaw, Algebrator, Penelitian Tindakan Kelas, Aktivitas Belajar dan Hasil BelajarAbstract. This study was classroom action research with 3 cycles as the research collaboration between mathematics education lecturer and mathematics teacher. The purpose of this study was investigated cooperative learning model type jigsaw based on Algebrator to improve students activity and learning outcomes in mathematics learning. This study was implemented in one of the junior high school which 215 students of eighth grade as the population and 21 students as research sample. This study used 8 instruments not only test but also non-test that checked the validity first, that are: students learning outcomes test I with reability score at 0.80 (high), students learning outcomes test II with reability score at 0.76 (high), students learning outcomes test III with reability score at 0.81 (high), students learning activity scale I with reability score at 0.844 (very high), students learning activity scale II with reability score at 0.784 (high), students learning activity scale III with reability score at 0.878 (very high), observation sheet and interview. Based on the analysis of the data result, the finding of this study are: (1) the average of students’ learning outcomes at the first cycle is 65.62, (2) the average of students’ learning outcomes at the second cycle is 71.53, (3) the average of students’ learning outcomes at the third cycle is 76 (4) the average of students’ learning activity at the first cycle is 41.29%, (5) the average of students’ learning activity at the second cycle is 50.71%, (6) the average of students’ learning activity at the third cycle is 65.24% (7) observation and interview result indicate that students enjoyed and interested in mathematics learning using cooperative learning model type jigsaw based on Algebrator. The conclution is cooperative learning model type jigsaw based on Algebrator can improve students’ activity and learning outcomes in mathematics learning. Keywords: Jigsaw, Algebrator, Classroom Action Research, Learning Activity and Learning Outcomes

scholarly journals Peningkatan Hasil Belajar Siswa Pada Pembelajaran Geografi Melalui Model Discovery Learning

LaGeografia ◽  
2021 ◽  
Vol 19 (2) ◽  
pp. 226
Author(s):  
Pratiwi Pratiwi ◽  
Sulaiman Zhiddiq ◽  
Ramli Umar ◽  
Alief Saputro
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
Percentage Increase ◽  
Learning Models ◽  
The Third ◽  
Classroom Action Research

This study aims to: 1) find out how the picture of learning outcomes of students by using the Discovery Learning learning model in class X SMA Negeri 3 Luwu Utara. 2) find out the increase in geography learning outcomes by using the Discovery Learning learning model in class X SMA Negeri 3 Luwu Utara. The target in this study were students of class X IIS 2 in SMA Negeri 3 North Luwu, totaling 30 students. This type of research is Classroom Action Research (PTK). Consists of 2 cycles where each cycle consists of three meetings. The first and second meetings are material giving and the third meeting is the evaluation of the end of the cycle. The results of this study indicate 1) The average learning outcomes of students before using the discovery learning model is 40.67. Then increase after the application of discovery learning models in the first cycle of 63.267 included in the medium category, and in the second cycle of 75.33 also included in the medium category with a percentage increase of 13.79%. 2) The results of observations of students' activities in the teaching and learning process also increased, in the first cycle of the first meeting of 60.14% and then an increase in the second meeting of 68.88%. In the second cycle the first meeting amounted to 70.83% and experienced a change in the second meeting amounted to 78.47% included in the category of "very active".

scholarly journals MENINKATKAN PROSES DAN HASIL BELAJAR IPA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DI KELAS VIII SMPN 1 PUJUT

2018 ◽  
Vol 1 (1) ◽  
pp. 132
Author(s):  
Lahim Lahim
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Model ◽  
Observation Data ◽  
Cognitive Aspect ◽  
Student Activity ◽  
The Third ◽  
Class Viii

Abstrak: Dilaksanakan Penelitian Tindakan Kelas dalam tiga siklus dengan tujuan mendeskripsikan peningkatan hasil dan proses pembelajaran pada siswa kelas VIII SMPN 1 Pujut Tahun 2014/2015. Data yang dianalisis berupa data observasi aktivitas, quisioner, dan tes hasil belajar. Hasil aktivitas siswa kategori sangat aktif: 23,3 siklus I, 23,2 siklus II, dan 24,2 siklus III. Aktivitas guru kategori sangat aktif rata-rata 14 pada ketiga siklus. Ketuntasan klasikal aspek kognitif 74% pada siklus I,  83% pada siklus 2, dan 91 % pada siklus 3.  Disimpulkan bahwa penerapan model pembelajaran kooperatif tipe STAD dapat meningkatkan proses dan hasil belajar belajar kelas VIII SMPN 1 Pujut tahun Pelajaran 2014/2015.Abstract:  Classroom Action Research was conducted in three cycles with the aim of describing the improvement of results and learning process in the students of grade VIII SMPN 1 Pujut Year 2014/2015. The data were analyzed in the form of activity observation data, quisioner, and test of learning result. The results of student activity categories are very active: 23.3 cycles I, 23.2 cycles II, and 24.2 cycles III. Activity teacher category is very active on average 14 on the third cycle. Classical completeness of cognitive aspect 74% in cycle I, 83% in cycle 2, and 91% in cycle 3. It is concluded that the application of STAD type cooperative learning model can improve the process and learning outcomes of class VIII SMPN 1 Pujut Lesson 2014/2015.

scholarly journals PERBAIKAN HASIL BELAJAR PKN MELALUI MODEL KOOPERATIF LEARNING METODE PERMAINAN PADA SISWA KELAS VI SEKOLAH DASAR 005 PULAU KUMPAI

2020 ◽  
Vol 4 (6) ◽  
Author(s):  
Masran Masran
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Reading Skills ◽  
Learning Model ◽  
Female Students ◽  
Research Subjects ◽  
Complete Category ◽  
Classroom Action Research

This research was motivated by the low ability of grade VI students at SDN 005 Pulau Kumpai. The author is a grade VI teacher at SDN 005 Pulau Kumpai. With the minimum completeness criteria (KKM) 65, out of 10 students in grade VI (six) male 2 students, 8 female students, only 2 people scored above the KKM, and the remaining 8 people scored below the KKM. This research is a classroom action research (PTK) which aims to improve Civics learning outcomes in reading and understanding reading skills of grade VI students at SDN 005 Pulau Kumpai by using the cooperative learning model of game method. The research subjects were 10 grade students of SDN 005 Pulau Kumpai, consisting of 2 boys and 8 girls. The research was conducted in two cycles, each cycle consisting of four stages, namely planning, implementing, observing and reflecting during the learning process using the game method of cooperative learning. The results of the research obtained before the action were 61.50 and increased in the first cycle I increased by 2.5% from the basic score with an average of 64.00 and in the second cycle increased by 7.5% from the basic score with an average of 71.50. Before the action, there were many students with a percentage of 80% of the total number of students, namely 8 students in the incomplete category, 2 students in the 20% complete category. In cycle I there was another reduction in the number of students who were in the incomplete category by 60%, namely only 6 students, and in the complete category of 40% as many as 4 students. In cycle 2 there was another reduction in the number of students who were in the incomplete category by 10%, namely only 1 student, and the complete category as much as 90% as many as 1 student. Based on the results of the increase, it proves that the cooperative learning model of game method can improve the learning outcomes of Civics students VI SDN 005 Pulau Kumpai in their ability to read and understand the content of the reading.

scholarly journals Penggunakan Metode Kooperatif Learning pada Materi ASEAN IPS Sekolah Dasar untuk Meningkatkan Hasil Belajar

PALAPA ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 286-297
Author(s):  
Loecita Sandiar ◽  
Dwi Narsih
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
Class Action ◽  
Learning Activities ◽  
Classroom Action Research

The purpose of this Classroom Action Research (CAR) was carried out with the aim to find out the increase in social studies learning achievements of ASEAN material through the application of cooperative learning methods to class VI SDN Jatiasih Bekasi students in 2018/2019. This Classroom Action Research was carried out by applying the Jigsaw type cooperative learning model in order improve the quality of the learning process and is a concept of learning activities that help teachers in carrying out mathematics learning activities on fractions taught by trying to maximize the active role of students, especially the knowledge they have and how they are applied in everyday life. With this concept, learning outcomes are expected to be more meaningful for students. The learning process takes place naturally in the form of activities students work and experience, not transfer knowledge from teacher to student. The quality of learning is more important than learning outcomes. Classroom Action Research (CAR) is carried out in stages 2 cycles, and the results of the actions taken have been proven to be able to improve student learning outcomes / achievements in terms of classical student mastery learning in the first cycle of 53%, could increase to 74.5% in the second cycle and in terms of the average value of the evaluation results of 74.5 in the second cycle of 79.2, this means there is an increase of 22%. From the results of this class action research also showed an increase in the level of student learning activities from 3 categories Active Enough in the first cycle to 3.5 Active categories, Active categories in the second cycle to 3.8 categories Very Active means there was an increase of 28.5%.

PENERAPAN KURIKULUM 2013 DALAM MENINGKATKAN KETERAMPILAN, SIKAP, DAN PENGETAHUAN

2017 ◽  
Vol 6 (2) ◽  
pp. 389
Author(s):  
Otang Kurniaman ◽  
Eddy Noviana
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Learning Process ◽  
Research Method ◽  
Student Knowledge ◽  
Learning Materials ◽  
Value Of Knowledge ◽  
The Third ◽  
Self Confidence ◽  
Classroom Action Research

Implementation of the 2013 curriculum is very different from the previous curriculum, there are still many obstacles that we know greatly affect the learning outcomes, both in terms of media used, the assessment in the 2013 curriculum is more complicated than the previous curriculum then the methods used to convey the learning materials that want to be taught not effective or even incompatible with the material to be conveyed. This research method is a classroom action research conducted in improving the learning process, with four meetings. The assessment taken in this study is an evaluation evaluation of each meeting in the form of attitudinal value, value of knowledge and skill value based on teacher's book on theme 4 "Healthy is Important" with sub theme 1 "Importance of Health and Environment". On the attitudes that appear attitude of self-confidence, curiosity and independence Already entrusted by 20.68% confidence, and curiosity while mandated 6.2% lower because students are still not familiar with the implementation of the curriculum 2013. Results of student knowledge seen the development in excellent value at the first meeting of 36.4%, at the second meeting decreased to 30.3%, while at the third meeting experienced a 52.25% increase again. While on the results of these students' skills on four meetings emerged every meeting with a very good category at the first meeting of 18.1%, at the second meeting increased to 27.3%, the third meeting decreased to 20.68%, while at the fourth meeting increased again by 65.62%.

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

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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