scholarly journals PENINGKATAN PRESTASI BELAJAR IPS MENGGUNAKAN MEDIA KARTU BERGAMBAR (DRAW CARD)

2021 ◽  
Vol 3 (1) ◽  
pp. 19-33
Author(s):  
Nurlaili Dina Hafni
Keyword(s):  
Student Achievement ◽  
Social Studies ◽  
Test Results ◽  
Average Increase ◽  
Learning Achievement ◽  
Average Value ◽  
The Social ◽  
Picture Card ◽  
Class Average ◽  
The Media

To upgrade learning achievement in Social Studies (IPS), the authors use the media with picture cards (Draw Card), the authors choose picture cards because these media are common media and easy to understand by students. This media also has the aim of attracting students' attention, clarifying the material, illustrating facts or information that will be quickly understood if illustrated with pictures. In addition, drawing card media (Draw Card) can be made easily and used according to the creativity of educators based on the material to be delivered.After observing and evaluating, the progress of students in the study of Increasing Learning Achievement in Social Studies  (IPS) Using Picture Card Media (Draw Card) in class VI students of SDN Tasikmadu 02 Palang District, Tuban Regency. It can be concluded as follows (1) The application of illustrated card media (Draw Card) can be carried out properly and structured by researchers, implementation activities are carried out through pre-cycle activities, then cycle I and continues in cycle II. (2) Student achievement continues to show a significant increase compared to before using the media, student achievement tends to be low, namely 0 or no students who complete the minimum completeness criteria that have been set. It can be seen that the social studies learning achievement of 18 students, there are 18 students or 100% who get a complete score (T) and 0 students or 0% of students get an incomplete score (TT). His class average is 90. (3) Social Studies (IPS) learning achievement by using drawing card media (Draw Card) has increased which can be seen from the average value and classical completeness presentation, the pre-cycle value shows an average of 53.89% with the percentage of students who complete 0%. After the implementation of the picture card media in the first cycle, the formative test results reached 70% with the percentage of students who completed 9 and students who did not complete 9, in the second cycle an average increase of 90% and has reached the indicator of success of classical completeness, namely at least 85% of the total number of students. This shows that the use of picture card media (Draw Card) can improve Social Studies learning achievement.

scholarly journals STUDI KORELASI ANTARA PRESTASI BELAJAR BIDANG STUDI IPS DENGAN KESADARAN NASIONAL PADA SISWA KELAS VII MTs ALKHAIRAAT MADOPOLO KECAMATAN OBI UTARA

2021 ◽  
Vol 12 (2) ◽  
pp. 237-245
Author(s):  
Asnita Ode Samili ◽  
Jainudin Hasim
Keyword(s):  
Social Studies ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Correlation Technique ◽  
Achievement Level ◽  
Learning Achievement ◽  
Average Value ◽  
School Year ◽  
The Social ◽  
The Many

This research aims to determine the learning achievement of the Civics field of study with national awareness in Class VII students of MTs Alkhairaat Madopolo, North Obi District. Which aims to find out several things, namely, the level of learning achievement in the field of social studies and the level of national awareness in Class VII students of MTs Alkhairaat Madopolo, North Obi District and the relationship between the two The population in this study were all Class VII students of MTs Alkhairaat Madopolo, North Obi District in the school year. 2019/2020. The sampling technique is random sampling. Analysis of data for learning achievement in the field of social studies and national awareness used the arithmetic mean formula. Meanwhile, to analyze the correlation between social studies learning achievement with the level of national awareness, the correlation technique is the product moment correlation rough numbers. The results of the analysis of the existing data show that the average social studies achievement level is sufficient with an average value of 72.66. Analysis of the high national awareness variable with an average value of 92.44. Analysis of the correlation between learning achievement in the field of social studies with national awareness shows a significant relationship. With the learning achievement in the social studies field which is still in the adequate category, it needs to be improved by improving the teaching and learning process, especially in providing learning motivation for students. The level of national awareness of the students needs to be increased or at least maintained, especially in an atmosphere of the nation and state which is full of signs of disintegration. Social studies learning is only a part of the many lessons used to shape nationalistic attitudes in students to become good citizens.

PENERAPAN METODE DISKUSI UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VA SD NEGERI 004 TEMBILAHAN KECAMTAN TEMBILAHAN KABUPATEN INDRAGIRI HILIR

2017 ◽  
Vol 6 (1) ◽  
pp. 296
Author(s):  
Rosmida Rosmida
Keyword(s):  
Action Research ◽  
Social Studies ◽  
Initial Data ◽  
Learning Outcomes ◽  
Mastery Learning ◽  
Class V ◽  
Average Value ◽  
Class Average ◽  
Classroom Action Research

The background of this study is the lack of IPS students' learning outcomes, from 22 students only 36.36% or 8 students who managed to achieve a minimum completeness criteria (KKM) established school with a class average value of 61.75. Based on this the researchers conducted a classroom action research with the aim to improve learning outcomes IPS students through the application of methods of discussion. This research is a class act, who performed a total of two cycles consisting of two meetings, the data of this study focuses on the data increase learning outcomes and increase student mastery learning outcomes IPS. The study states that the results of social studies students has increased in each cycle, the initial data is the number of students who completed 8 students (36.36%) with an average of learning outcomes at 61.75. In the first cycle has increased the number of students who completed up to 16 students (72.73%) with an average of learning outcomes at 73.90, and the second cycle the number of students who pass the increase to 22 students (100.00%) with a mean -rata learning outcomes at 87.75. Based on these results it can be concluded that the application of the method of discussion to improve learning outcomes IPS students of class V A SD Negeri 004 Tembilahan Kecamatan Tembilahan.

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

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

scholarly journals THE APPLICATION OF THE MAKE A MATCH TYPE OF COOPERATIVE LEARNING MODEL TO IMPROVE THE ACTIVITY AND ACHIEVEMENT OF STUDYING PHYSICS

2021 ◽  
Vol 4 (1) ◽  
pp. 25-29
Author(s):  
E. Ewisahrani ◽  
Eva Nursa’ban ◽  
F Fathurrahmaniah
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Qualitative Data ◽  
Learning Model ◽  
Learning Activities ◽  
Average Score ◽  
Learning Achievement ◽  
Average Value ◽  
Match Type ◽  
Class Average

Research has been carried out entitled the application of the Make A Match cooperative learning model to increase the activity and learning achievement of physics class VII students of SMPN 2 Wera. This research is classroom action research (PTK) which consists of 2 cycles. The purpose of this study was to increase the activity and learning achievement of class VII students of SMPN 2 Wera. The results of this study were analyzed with qualitative data while the average value of student learning activities in the first cycle was 12.32 in the fairly active category and the average value in the second cycle was 14.29 in the active category, which means that there was an increase in learning activities. students from cycle I to cycle II, as well as analyzing with quantitative data which resulted in the average value of student achievement in cycle I was 66.32 with 73.52% classical completeness and in cycle II the class average score increased to 72, 21 with classical completeness of 94.12%, which means that classical completeness has been achieved and student learning achievement has increased. From the results of the study, it can be concluded that using the Make A Match cooperative learning model can increase the activity and learning achievement of class VII students of SMPN 2 Wera.

scholarly journals Penerapan Model Student Teams Achievement Divission Untuk Meningkatkan Hasil Belajar IPS Pada Siswa Kelas V SD Inpres 4/82 Walian

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Silvani Montol
Keyword(s):  
Student Achievement ◽  
Social Studies ◽  
Learning Outcomes ◽  
Research Method ◽  
Mastery Learning ◽  
Student Learning Outcomes ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Student Teams ◽  
The Social

This study aims to improve social studies learning outcomes in fifth grade students of Inpres 4/82 elementary school Walian through the Implementation of the Student Teams Achievement Divission Model. This study uses a classroom action research method consisting of 4 stages: planning, implementing / acting, observing and reflecting. Then to determine student learning outcomes can be calculated using the mastery learning formula. The results obtained in the first cycle reached 65.4% while in the second cycle the results obtained reached 87.8%. Thus it can be concluded that by applying the Student Achievement Achievement Divission model can improve the social learning outcomes of fifth grade students of SD Inpres 4/82 Walian..

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

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) UNTUK MENINGKATKAN KEAKTIFAN DAN PRESTASI BELAJAR MATA PELAJARAN ALAT UKUR SMK MUHAMMADIYAH 1 IMOGIRI TAHUN AJARAN 2014/2015

TAMAN VOKASI ◽  
2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Saleh Saleh ◽  
Samsul Hadi
Keyword(s):  
Student Achievement ◽  
Cooperative Learning ◽  
Achievement Test ◽  
Measuring Instrument ◽  
Learning Achievement ◽  
Average Value ◽  
The Third ◽  
Tenth Grade ◽  
Post Test ◽  
Academic Year

The general objective of this research is to know the improvement of the activity and achievement study of measuring instrument subject for tenth grade TKR 4th Students of SMK Muhammadiyah 1 Imogiri in Academic Year 2014/2015. The hypothesis of this research is the model of cooperative learning type NHT to be able to improve the activity and achievement study of measuring instrument subject for tenth grade TKR 4th students of SMK Muhammadiyah 1 Imogiri in Academic Year 2014/2015. The type of this research is a classroom action research which done by cooperative learning. The subject of this research is the tenth grade TKR 4th students of SMK Muhammadiyah 1 Imogiri which consists of 35 students. The object of this research is students’ activity and achievement study which got from the implementation model of cooperative learning type NHT. This research is conducted 3 cycle by using technique of collecting the data which conducted through test, observation, and documentation. Technical data analyst for observation sheet and achievement test data analyzed quantitative description with statistical formula. results of using the type Cooperative Learning Model Numbered Head Together (NHT) had showed an improvement in learning achievement and activity of the tenth grade students of SMK Muhammadiyah 1 TKR 4 Imogiri on Subjects of each cycle the measuring instrument. It is evidenced by an improvement in the average yield observation sheet activeness percentage of students in the first cycle of 44.14%  and an improvement  in the second cycle of 17.43% to 61.57% and in the third cycle improved by 21.29% to 82.86%. otherwise it is based on achievement test on the first cycle the average value obtained pre-test 60.71 and the average value of post test 69.57 so that student achievement increased by 8.86 and the second cycle of the average values obtained pre test 62.28 and the average value of post test 75.42 increased learning achievement tests of 13.14 and in the third cycle the average value of pre-test 65.14 and the average value of post test 83.42. So that student achievement increased by 18.28. It can be concluded that the model of cooperative learning can enhance the activity and students’ achievement.

The Effectiveness of Interactive Maps in Secondary Historical Geography Education

2006 ◽  
pp. 16-33 ◽  
Author(s):  
Whitney Taylor ◽  
Brandon Plewe
Keyword(s):  
Social Sciences ◽  
Social Studies ◽  
Historical Geography ◽  
Geography Education ◽  
Test Results ◽  
Interactive Maps ◽  
Interactive Mapping ◽  
The Social ◽  
K 12 ◽  
Core Part

Social Studies, including history and geography, is a core part of most state curriculum standards for K-12 education, and for the most part is in need of improvement. Among the technological solutions that have been developed, interactive maps show promise in making the complexities of the social sciences (especially historical geography) more interesting to students, and easier to visualize and understand, without demanding significant investments by schools. A two-group experiment examined this potential for the 7th Grade Utah Studies curriculum. After completing an exercise to analyze possible historical and geographical causes of settlement patterns in Utah, students using interactive maps showed significantly better improvement between a pretest and posttest than students using paper maps. Although some of the test results were inconclusive and highlighted technological and resource obstacles to the widespread adoption of interactive mapping in the classroom, it has been shown to help students learn social studies in a deeper, more engaging manner.

scholarly journals Penggunaan Media Gambar Untuk Meningkatkan Hasil Belajar IPS Siswa

2018 ◽  
Author(s):  
Dahniar Harahap
Keyword(s):  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Test Results ◽  
Media Images ◽  
Media Image ◽  
Nahdlatul Ulama ◽  
The Media ◽  
Improving Student Learning

Rekognisi: Jurnal Pendidikan dan Kependidikan Volume 1, No.1, Tahun 2016 PGSD Universitas Nahdlatul Ulama Sumatera Utara The purpose of this study are: (a) to know how to use the media image in improving student learning outcomes in social studies learning the material diversity of tribes and cultures in Indonesia (b) to determine student learning outcomes in social studies material diversity of tribes and cultures Indonesia using media images. Media used in this study is the media image, ie an image of the diversity of tribes and cultures in Indonesia, such as image custom homes, traditional clothing, traditional weapons and traditional dances from all regions in Indonesia. The test is performed three times the initial test (pretest), test results of studying the first cycle and the second cycle. Based on data analysis, which showed that: (1) difficulties faced by students in social studies learning are: students who have not been able to explain the contents of the image due to lack of confidence developed in the classroom and explain the contents of the image to a friend, (2) how to use media images in learning social studies in the first cycle that, the teacher explains the material diversity of tribes and cultures in Indonesia by using an image, then the teacher asked students to comment on the pictures, and the second cycle the teacher asks the students to form groups and work the assignment of teachers in groups and provide individual training. (3) At the beginning of the test (pre-test) the ability of the student in completing the material diversity of tribes and cultures in Indonesia is low. I learned on the test results of 37 students who take the test, there are 18 students or 48.64% were thoroughly studied and are not thoroughly studied as many as 19 students or 51.36%. In the second cycle of learning outcomes, from 37 students who take the test are 35 students or 94.60% were thoroughly studied, and there are 2 students or 5.40% were not thoroughly studied. It can be concluded that the use of media images can improve student learning outcomes.

scholarly journals Urgency Of Project Based Learning Model In Social Studies Learning To Improve Students Learning Achievement

2020 ◽  
Vol 3 (2) ◽  
pp. 243
Author(s):  
Siti Samsiyah ◽  
Akhmad Arif Musadad ◽  
Musa Pelu
Keyword(s):  
Student Achievement ◽  
Data Collection ◽  
Social Studies ◽  
Student Learning ◽  
Learning Model ◽  
Project Based Learning ◽  
Learning Achievement ◽  
Interactive Analysis ◽  
Collection Data ◽  
Improve Student Achievement

<p><em>This study aims to describe the importance of a project based learning model in social studies learning to improve student achievement. This research is a descriptive qualitative study with a naturalistic approach. This research was conducted at SMP IT MTA Karanganyar. Data collection was carried out through in-depth interviews, observation and document analysis. The research instrument is the author himself as a data collector. The data validation was done by using triangulation techniques, double checking, and peer question and answer. Data analysis was performed using interactive analysis techniques which included data collection, data reduction, data display, and verification of conclusion. From the research results it can be concluded that the project based learning model is very important in social studies learning to improve student achievement. The increase in student learning achievement can be seen in the increase in student learning outcomes in material relics of the Hindu and Buddhist kingdoms in Indonesia. Project Based Learning assists teachers in developing student skills in making products that have benefits for students in participating in classroom learning. This condition is the main asset used in implementing the 2013 curriculum to create a generation that is superior, intelligent, creative, has quranic morals and environmentally friendly characters.</em></p>

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