scholarly journals Efforts to Increase Interest and Achievement in History Learning Through Mind Mapping Method in Class X Science 1 Students of SMA Negeri 1 Sewon

2019 ◽  
Vol 4 (2) ◽  
pp. 69-75
Author(s):  
Marharjono
Keyword(s):  
Mastery Learning ◽  
Mapping Method ◽  
Student Interest ◽  
Mind Mapping ◽  
Learning Achievement ◽  
Learning History ◽  
School Year ◽  
Analysis Technique ◽  
History Of ◽  
The Mind

This study aims to, 1) increase interest in learning history through the method of learning Mind Mapping in class X science 1 students of SMA Negeri 1 Sewon 2016/2017 school year. 2) improve the history of learning achievement through the Mind Mapping learning method in class X science 1 students of SMA Negeri 1 Sewon 2016/2017 academic year. This research was conducted in class X Science 1 of SMA Negeri 1 Sewon in 2016/2017 school year. The study used the Classroom Action Research (CAR) approach, with two cycles. Data collection techniques in this study used observation, questionnaires, and historical learning outcomes tests. The instruments used in this study were observation guidelines, questionnaires, and historical learning achievement tests. The data analysis technique used in this research is comparative descriptive by comparing pre-action data, cycle I and cycle II. The results showed that 1) the application of the Mind Mapping method was able to increase learning interest. Student interest in learning categories is good and very good, in pre-cycle as many as 13 students (54.17%), in the first cycle increased from 17 students (70.83%) at the first meeting, to 19 students (79.17%) at the meeting second. In cycle II, it increased from 21 students (87.50%) at the first meeting, to 22 students (91.67%) at the second meeting. 2) The application of the Mind Mapping method can improve historical learning achievement in students of class X Science 1 of SMA Negeri 1 Sewon in the 2016/2017 school year. Historical learning achievement increased from the classical average of 69.38 and mastery learning by 15 students (62.50%) in the pre-cycle, increased to an average of 79.25 and mastery learning by 19 students (79.17%) in the first cycle, and an average of 86.67 and completeness of learning as many as 22 students (91.67%) in the second cycle.

scholarly journals Peningkatan Prestasi Belajar PKn melalui Metode Kooperatif Pada Siswa SD

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Christina Suhartini
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Data Reduction ◽  
Mastery Learning ◽  
Learning Achievement ◽  
School Year ◽  
Analysis Technique ◽  
Fourth Grade Students ◽  
The One ◽  
Academic Year

<p>Abstract. The formulation of the problem in this study is whether the cooperative method can be used to improve PKn learning achievement for grade IV students of SD Negeri 2 Nanggulan, District of Cawas, Klaten Regency, second semester 2017/2018 academic year? The goal to be achieved is to prove that the cooperative method can be used to improve PKn learning achievement of grade IV students of SD Negeri 2 Nanggulan, District of Cawas, Klaten Regency, second semester of the school year 2017/2018. This research was conducted at Nanggulan Cawas Klaten Public Elementary School 2. While the time of the study was<br />conducted from February to March 2018. The subjects of this study were grade IV students of SD Negeri 2 Nanggulan Cawas Klaten in the second semester of the school year 2017/2018. This action research uses the classroom action research flow. The data analysis technique used uses several stages, namely data reduction, presentation and conclusion. From the results of the research carried out since planning, repairs to implementation and evaluation, it can be concluded that the cooperative method can be used to improve PKn learning achievement of fourth grade students of SDN 2 Nanggulan, District of Cawas, Klaten Regency, second semester 2017/2018 school year. This was proven before the improvement in the percentage of students' completeness in learning was only 27.78% or 5 students, in the improvement of the first cycle to 55.6% (of 18 students, which was not completed 8 students) and in the second cycle the percentage of student mastery reached 94, 44%. Of the 18 students, 17 of them have achieved mastery learning, while the one student is still incomplete.</p>

scholarly journals PENERAPAN MODEL CREATIVE PROBLEM SOLVING PADA MATERI PERSAMAAN GARIS LURUS UNTUK MENINGKATKAN AKTIVITAS DAN PRESTASI BELAJAR SISWA SMPN 1 GANGGA

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Karyawadi Karyawadi
Keyword(s):  
Problem Solving ◽  
Mastery Learning ◽  
Learning Model ◽  
Average Score ◽  
Creative Problem Solving ◽  
Learning Achievement ◽  
School Year ◽  
Analysis Technique ◽  
Problem Solving Model ◽  
Creative Problem

This study aims to improve the activity and learning achievement of VIII-4 grade studentsof SMPN 1 Gangga in learning straight line equation material for the 2019/2020 school year. Activitiesand student achievement in mathematics are very low, especially in grades VIII-4. For this reason,learning requires a learning model that can increase student creativity in solving problems so that it hasan impact on increasing student activity and learning achievement. One such model is the CreativeProblem Solving learning model. This Creative Problem Solving model is applied in this study toachieve the expected goals. This research is a classroom action research conducted in three cycles. Thedata analysis technique uses descriptive qualitative. The results obtained after applying the CreativeProblem Solving model were in the first cycle students 'activity scores 12 and 14 with an average scoreof 56.03 and completeness learning 48.28%, in the second cycle students' activity scores 16, 17 and 17with an average score of 61.59 and mastery learning 65.52%, and in cycle III the score of studentactivity 16 and 18 with an average score of 69.89 and mastery learning 86.21%. An increase in studentactivity scores at each meeting for each cycle. While the average score of student learning evaluationresults also increased in each cycle. Thus the Creative Problem Solving model increases the activityand learning achievement of students in class VIII-4 of SMPN 1 Gangga in learning straight lineequation material for the 2019/2020 school year.

scholarly journals PENGGUNAAN METODE MIND MAPPING SEBAGAI UPAYA UNTUK MENINGKATKAN KOMPETENSI WRITING TEKS DESCRIPTIVE SISWA PADA MTsN LANGSA

At- Tarbawi ◽  
2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Fauziatul
Keyword(s):  
Data Processing ◽  
Mastery Learning ◽  
English Teachers ◽  
Mapping Method ◽  
Mind Mapping ◽  
Exceptional Student ◽  
Before And After ◽  
The Mind

This is evidenced by the results of the study, which showed differences in results, before and after the action was taken. That's why researchers try mind mapping methods to overcome them. This method is quite interesting, because it uses images created by students, which can be colored and decorated as students want and can come up with ideas in writing. The results of observation during the study, showed that students looked enthusiastic once the mind mapping method was introduced to be applied to writing. When doing any task, all can collect tasks. From the results of data processing, the percentage of mastery learning obtained in Cycle I was 39%, in Cycle II it was 100%,. These results indicate an increase in each cycle. Based on these results, the researcher suggests that MTs English teachers try to use the mind mapping method for learning aspects of writing as well as other aspects of learning. Researchers believe that exceptional student creativity will be seen in the results or mind mapping picture. Besides being able to foster creativity and interest, this method also contains various methods and can generate ideas.

scholarly journals Analisis Penerapan Metode Mind Mapping Matkul Psikologi Komunikasi Islam di Institut Ummul Quro Al-Islami Bogor

2020 ◽  
Vol 4 (1) ◽  
pp. 28
Author(s):  
Suci Sofrada
Keyword(s):  
Mapping Method ◽  
Student Interest ◽  
Learning Method ◽  
Research Subjects ◽  
Mind Mapping ◽  
Reading Material ◽  
New Knowledge ◽  
Good Learning ◽  
The Mind ◽  
Research Analysis

<p class="15bIsiAbstractBInggris"><em>A good learning process is the existence of activeness between educators and students and is supported by adequate learning methods and facilities. Islamic Communication Psychology (PKI) is a social subject (matkul) which has a lot of material that is written or reading material and is a new knowledge that they acquire in the world of education. The mind mapping learning method makes every student interact positively and actively. The position of educators in the mind mapping learning method is as a facilitator and consultant. Educators will only provide stimulation or inducement for discussion material. After that, students are free to develop their learning. In addition, educators also provide limits on the breadth of material for students. This study aims to analyze the process of delivering PKI subject matter material using the mind mapping method, whether it is able to make students more interested and easier to understand the material presented by the lecturers. Data collection through interviews with all students. This type of research is qualitative, in which all students become research subjects. The results of the research analysis show that the use of the mind mapping method increases student interest and creativity in attending lectures on the PKI subject</em><em>.</em></p><p class="15bIsiAbstractBInggris"><em></em><strong>Abs</strong><strong>trak</strong></p><p>Proses pembelajaran yang baik adalah adanya keaktifan antara pendidik dan peserta didik serta didukung dengan metode dan sarana prasana pembelajaran yang memadai. Psikologi Komunikasi Islam (PKI) merupakan bagian mata kuliah (matkul) sosial yang memiliki banyak bahasan materi yang bersifat tulisan atau bahan bacaan dan merupakan ilmu baru yang mereka peroleh.dalam dunia pendidikan. Metode pembelajaran <em>mind mapping</em> membuat setiap peserta didik berinteraksi secara positif  dan aktif. Kedudukan pendidik dalam metode pembelajaran <em>mind mapping</em> adalah sebagai fasilitator dan konsultan. Pendidik hanya akan memberikan rangsangan atau pancingan materi pembahasan. Setelahnya peserta didik bebas mengembangkan pembelajarannya. Selain itu pendidik juga yang memberikan batas keluasan materi bagi peserta didik. Penelitian ini bertujuan menganalisa proses penyampaian materi matkul PKI dengan menggunakan metode <em>mind   mapping, </em> apakah mampu  membuat mahasiswa lebih tertarik dan mudah memahami materi yang disampaikan dosen pengampu. Pengumpulan data melalui wawancara kepada semua mahasiswa. Jenis penelitian ini adalah kualitatif, dimana semua peserta didik dijadikan subjek penelitian. Hasil analisis penelitian menunjukkan penggunaan metode mind mapping meningkatkan ketertarikan dan kreatifitas mahasiswa dalam mengikuti perkuliahan pada matkul PKI.</p>

scholarly journals Pengaruh Metode Mind Mapping Terhadap Kemampuan Pemecahan Masalah dan Hasil Belajar Peserta Didik di Sekolah Menengah Atas

2020 ◽  
Vol 9 (2) ◽  
pp. 28
Author(s):  
Bella Gustiana Nur ◽  
Purwati Kuswarini Suprapto ◽  
Suharsono Suharsono
Keyword(s):  
High School ◽  
Problem Solving ◽  
Sampling Technique ◽  
Mapping Method ◽  
Analysis Of Covariance ◽  
Mind Mapping ◽  
Test Analysis ◽  
Analysis Technique ◽  
Math And Science ◽  
The Mind

This research is motivated by the ability of problem solving and student learning outcomes which are still low so that a learning method is needed mind mapping.This research was conducted to investigate the influence of mind mapping method of problem solving ability and the result student on ecology concept in grade Xth grade Math and Science at publich High School Tasikmalaya. The research was carried out in October 2019 until April 2020. The research method used was true experiment. The population of this research was all student of Xth grade Math and Science as many as 5 classes consist of 160 people. The samples taken used a cluster random sampling technique as many as 2 classes, namely Xth grade Math and Science 2 as an experimental class and Xth grade Math and Science 3 as an control class. The data collecting technique used the instrumen of problem solving ability and instrument result student on ecology concept carried out after the learning process. The data analysis technique used was Ancova Test (Analysis of Covariance) dengan bantuan software SPSS 23 for windows pada taraf signifikan (α) = 0,05. Based on rhe result of the study can be concluded that there is the influence of mind mapping method of problem solving ability and the result student on ecology concept in Xth grade Math and Science at publich High School Tasikmalaya. The mind mapping method can increase the enthusiasm and understanding of students about the concept of learning.

scholarly journals IMPLEMENTASI METODE MIND MAPPING DALAM MENINGKATKAN MINAT DAN PRESTASI BELAJAR SISWA TERHADAP MATA PELAJARAN BAHASA INDONESIA DI SMA NEGERI 1 KOTO GASIB

2020 ◽  
Vol 11 (2) ◽  
pp. 114
Author(s):  
Sumirah Sumirah
Keyword(s):  
Data Collection ◽  
Mapping Method ◽  
Observation Data ◽  
Student Interest ◽  
Mind Mapping ◽  
Test Technique ◽  
Research Procedure ◽  
Data Collection Technique ◽  
The Mind ◽  
Learning Interest

This study aims to determine the success of implementing the mind mapping method in increasing student interest and achievement in Indonesian subjects. The data collection technique of this research is observation, distributing questionnaires and daily tests. Observation data collection techniques using observation sheets about student learning interest and student completeness. The questionnaire distribution technique uses a questionnaire that will be filled in by students and the test technique uses a question sheet. The research method used is Classroom Action Research (PTK) with a research procedure of 2 cycles, each cycle for 3 meetings. The results of the study proved that students were very happy or enthusiastic about taking lessons using the mind mapping method. Students are also very active in following lessons. The teacher's appearance and the material presented are quite good, engaging and easy for students to accept. At the time of the test, all students seemed busy in doing the assignment and all students could complete the task well.

scholarly journals PENINGKATAN PRESTASI BELAJAR BIOLOGI MATERI SISTEM PENCERNAAN MAKANAN DENGAN METODE MIND MAPPING PADA SISWA KELAS XI-MIA SMA NEGERI 1 MADAT TAHUN PELAJARAN 2018/2019

2020 ◽  
Vol 8 (1) ◽  
pp. 77
Author(s):  
Musliani Musliani ◽  
Putri Desriana
Keyword(s):  
High School ◽  
Student Learning ◽  
Digestive System ◽  
Mapping Method ◽  
Senior High School ◽  
Student Experiences ◽  
Mind Mapping ◽  
Learning Achievement ◽  
The Mind ◽  
Improve Student Learning

The purpose of this research is to determine the using of mind mapping method in improving the learning achievement of biology in the food digestion system material in class XI-MIA of Madat senior high school (SMAN 1 Madat). This research is a classroom action research that is conducted in two cycles. The problems in learning can gradually be solved by applying the mind mapping method. The use of mind mapping method can improve student learning achievement in learning biology of the food digestive system in class XI-MIA of Madat Senior High School (SMAN 1 Madat). This is indicated by the increased percentage of student completeness. In the first cycle (I), the percentage of student learning completeness is 19 (65,52%) students and in the second cycle (II), the percentage increases to 26 (89.66%) students. The mind mapping method gives the meaning for the student because every student experiences real learning by themselves and participates directly in learning. The level success of using the mind mapping method in improving the student learning outcomes in studying food digestive system material in class XI-MIA (SMAN 1 Madat) was successful. This is evident from the results of the assessment when learning by using the mind mapping method has increased. The average of every class increases from the first cycle (I) which is only 70.69% and in the second cycle (II) increase to be 86.21% in the student learning completeness. From the learning observation result, the percentage of 70%  in the first cycle increases to 86% in the second cycle.

scholarly journals Penerapan Metode Pemberian Tugas Pembuatan Mind Mapping untuk Meningkatkan Motivasi dan Prestasi Belajar Siswa

2016 ◽  
Vol 1 (1) ◽  
pp. 32
Author(s):  
Afririo Enanda ◽  
Moch Bruri Triyono
Keyword(s):  
Academic Achievement ◽  
Mastery Learning ◽  
Mapping Method ◽  
Learning Motivation ◽  
Average Score ◽  
Student Academic Achievement ◽  
Mind Mapping ◽  
Fourth Cycle ◽  
Quantitative Descriptive ◽  
The Mind

This study aimed to study the increase in learning motivation and academic achievement in mechanical technology subject using the mind mapping method. The research was carried out in SMK N 2 Klaten. This classroom action research was conducted in four cycles with study subjects of 35 students. Data were collected using questionnaires and exams observation sheets. Data were analyzed using quantitative descriptive. Results of this research are an average increase of student motivation by 27%, in which the average score of learning motivation is only 58% in the first cycle, increase to  64% in the second cycle, and increased to 79% in the third cycle and then to 82% in the fourth cycle. For student’ academic achievement, there is an increase of 68.6%. In the first cycle, the average mastery learning achievement test reached only 31.4% and 82.2% at the second cycle, and then increased to 100% in third and remains 100% in the fourth cycle. Students who pass the fourth exam 4 is 35 students.----------------------------------------------------------------------------------Penelitian ini bertujuan untuk mengetahui besarnya peningkatan motivasi dan prestasi belajar teknologi mekanik menggunakan metode pemberian tugas pembuatan mind mapping. Penelitian tindakan kelas ini dilakukan dalam empat siklus dengan subyek penelitian adalah 35 siswa. Metode pengumpulan data menggunakan angket lembar observasi dan soal ujian.  Analisis data  menggunakan deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa ada peningkatan rata-rata motivasi belajar siswa sebesar 27% dimana skor rata-rata motivasi belajar pada siklus I hanya sebesar  58% dan siklus II sebesar 64%, kemudian meningkat menjadi 79% pada siklus III dan pada siklus IV menjadi 82%, sedangkan untuk prestasi belajar siswa terjadi peningkatan sebesar 68,6%, pada siklus I rata-rata ketuntasan tes prestasi belajar hanya mencapai 31,4% dan siklus II meningkat menjadi 82,2% kemudian  meningkat menjadi 100%. dan siklus IV tetap pada 100%. Pada siklus IV dengan jumlah siswa yang tuntas ujian 4 mencapai 35 siswa.

UPAYA MENINGKATKAN PRESTASI BELAJAR PPKn DENGAN MENGGUNAKAN MODEL BRAIN BASED LEARNING SISWA KELAS VIIB SMP NEGERI 16 REJANG LEBONG BENGKULU TAHUN AJARAN 2019/2020

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Rizki Oktiana Sakti ◽  
Supri Hartanto
Keyword(s):  
Action Research ◽  
Learning Achievement ◽  
School Year ◽  
Analysis Technique ◽  
Success Indicators ◽  
Improve Student Achievement ◽  
Classroom Action Research ◽  
Brain Based Learning ◽  
Quantitative Descriptive ◽  
Academic Year

Abstrak Penelitian Tindakan Kelas ini bertujuan untuk mengetahui upaya meningkatkan prestasi belajar PPKn dengan menggunkan model Brain Based Learning Kelas VII B SMP Negeri 16 Rejang Lebong Bengkulu Tahun Ajaran 2019/2020. Penelitian dilakukan di Kabupaten Rejang Lebong Bengkulu pada tahun pelajaran 2019/2020 di Kelas VII B dengan jumlah 26 siswa (Laki-laki 11 dan Perempuan 15). Penelitian Tindakan Kelas ini menggunkan siklus model Kermmis dan Mc Taggart yaitu rencana, tindakan, pengamatan dan refleksi. Pengumpulan data dilakukan dengan observasi, tes evaluasi, wawancara, dokumentasi. Teknik Analisi Data menggunakan deskriptif kuantitatif yaitu terjadi peningkatan prestasi belajar dari pra siklus. Hasil penelitian menyimpulkan bahwa upaya untuk meningkatkan prestasi belajar siswa kelas VII B SMP Negeri 16 Rejang Lebong Bengkulu dengan menggunakan model Brain Based Learninghasil jumlah perhitungan pra siklus dengan persentase ketuntasan sebesar 50,00%, pada siklus I mengalami peningkatan tuntas dengan persentase 57,69%, dan pada siklus II mengalami kenaikan kembali dengan presentase 65,38%. Sesuai dengan KKM 70 dan Indikator keberhasilan 60% dengan hasil yang diperoleh di siklus II maka, Penelitian Tindakan Kelas ini dihentikan karena prestasi belajar siswa meningkat dan sudah mencapai indikator keberhasilan yang telah ditentukan. Kata Kunci : Prestasi Belajar, PPKn Brain Based Learning Abstract This Classroom Action Research aims to determine efforts to improve PPKn learning achievement by using the Class VII B Brain Based Learning model of SMP Negeri 16 Rejang Lebong Bengkulu for the 2019/2020 academic year. The research was conducted in Rejang Lebong Bengkulu Regency in the 2019/2020 school year in Class VII B with a total of 26 students (male 11 and female 15). This Classroom Action Research uses the Kermmis and Mc Taggart model cycle, namely planning, acting, observing and reflecting. Data collection was carried out by observation, evaluation tests, interviews, documentation. The data analysis technique used quantitative descriptive, namely an increase in learning achievement from the pre-cycle. The results of the study concluded that efforts to improve student achievement in class VII B SMP Negeri 16 Rejang Lebong Bengkulu using the Brain Based Learningmodel resulted in the number of pre-cycle calculations with a completeness percentage of 50.00%, in the first cycle experienced an increase in completeness with a percentage of 57.69% , and in the second cycle it increased again with a percentage of 65.38%. In accordance with KKM 70 and success indicators of 60% with the results obtained in cycle II, this Classroom Action Research was stopped because student learning achievement had increased and had reached predetermined success indicators. Keywords: Learning Achievement, PPKn Brain Based Learning

scholarly journals MENINGKATKAN AKTIVITAS DAN PRESTASI BELAJAR IPS SISWA KELAS IV SD NEGERI 18 KENDARI MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Sultan Sultan
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Learning Process ◽  
Mastery Learning ◽  
Assessment Tools ◽  
Individual Student ◽  
Learning Achievement ◽  
School Year ◽  
The Social ◽  
Assessment Rubric

ABSTRAK : Penilaian ini berisi proses pembelajaran IPS pada siswa kelas VI yang dilakukan di SD Negeri 18 Kendari. Tujuan dan karya tulis ini, adalah membuktikanbahwa kegiatan bermain dan membuat display dapat memberikan keberhasilan pada proses pembelajaran siswa dalam rangka pencapaian mastery learning. Dalam penelitian ini penulis melibatkan 12 siswa kelas VI yang ada di SD Negeri 18 Kendari yaitu siswa kelas VI untuk tahun pelajaran 2014/2015. Alat penilaian yang digunakan berbentuk tes dan non tes. Penelitian ini dilaksanakan dalam tiga siklus. Antara lain siklus I, siklus II dan siklus III merupakan rangkaian kegiatan yang saling berkaitan. Faktor yang diteliti dalam penelitian ini adalah proses pembelajaran siswa yakni mengamati kelancaran pembelajaran, suasana dan aktivitas pembelajaran serta hasil belajar siswa. Rubrik penilaian dilakukan pada saat siswa terlibat dalam kegiatan kelompok ketiga membuat display dan melakukan permainan. Rubrik bertujuan untuk melihat keterampilan-keterampilan yang diharapkan pada paradigma pembelajaran dalam pedoman KTSP yaitu,1) learning to know, 2) Learning to do, 3) leraning to be, dan 4) learning to live togather telah dicapai oleh siswa. Perbandingan hasil pre-test, siklus I, siklus II, dan siklus III, serta rubrik penilaian saat pembuatan display dan permainan menunjukan bahwa keterampilan yang diharapkan dari setiap kriteria penilaian dapat dilalui dengan nilai yang baik oleh semua kelompok. Meskipun penilaian rubrik dilakukan dalam kelompok, namun keterampilan itu tetap menjadi tanggung jawab setiap individu siswa. Hal penelitian ini menunjukan bahwa penerapan tehnik permainan dan display dapat meningkatkan hasil belajar IPS karena suasana belajar dirasakan menyenangkan dan siswa lebih aktif menyelesaikan tugas serta terjadi peningkatan prestasi belajar. Kata Kunci: Aktivitas, Prestasi Belajar, STADABSTRACT: This assessment contains the social studies learning process for grade VI students conducted at SD Negeri 18 Kendari. The purpose and this paper, is to prove that playing activities and making displays can provide success in the learning process of students in order to achieve mastery learning. In this study the authors involved 12 grade VI students in 18 Public Elementary School Kendari, namely grade VI students for the 2014/2015 school year. Assessment tools used in the form of tests and non-tests. This research was conducted in three cycles. Among other cycles I, cycle II and cycle III is a series of interrelated activities. The factors examined in this study were the students' learning processes, namely observing the smooth learning, the atmosphere and learning activities and student learning outcomes. The assessment rubric is done when students are involved in third group activities making displays and playing games. The rubric aims to look at the skills expected in the learning paradigm in the SBC guidelines, namely, 1) learning to know, 2) learning to do, 3) learning to be, and 4) learning to live togather has been achieved by students. Comparison of pre-test results, cycle I, cycle II, and cycle III, as well as the assessment rubric when making displays and games shows that the skills expected from each assessment criteria can be passed with good grades by all groups. Although the rubric assessment is done in groups, the skill remains the responsibility of each individual student. This study shows that the application of game and display techniques can improve social studies learning outcomes because the learning atmosphere is felt to be fun and students are more active in completing assignments and there is an increase in learning achievement. Keywords: Activities, Learning Achievement, STAD

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