Improving science learning outcomes in material changes in natural appearance

Abstract

The purpose of this study is to improve the learning outcomes of students’ natural science on material changes in natural appearance. This research is a participatory type of collaborative classroom action research conducted in two cycles. Each cycle is held three times, consisting of planning, implementation, observation, and reflection. The subjects in this study were fourth-grade students at YPPK elementary school Sta. Theresia Buti totaling 34 students consisting of 19 male students and 15 female students. Data collection is obtained through interviews, observation, and evaluation of learning outcomes. The form of data analysis uses qualitative descriptive. The results of the analysis of student learning outcomes data in the first cycle showed that the percentage of student learning outcomes only reached 53.6% with an average grade value of 58.3 below the value of a predetermined indicator. In the second cycle, the percentage of student learning completeness increased to 82.4% with a class average value of 79.2. Based on the results of this study, it can be concluded that the learning of natural science in the material changes in the appearance of the earth increases in each cycle by involving students directly and conducting experiments.

Cooperative Learning Using Jigsaw Type on Thematic Learning

“…Each group consists of five students with different characteristics, this group is called the origin group; c) the teacher divides the original group into expert groups, expert groups are drawn from different origin groups to discuss the same topic; d) Students receive expert topics and read the material requested to find information related to their topic. Topics are presented in the form of text/descriptions, and each student is responsible for studying a part of the topic with a group of experts; e) then students in the expert group return to the original group to convey information or topics learned in the expert group, and f) after discussion in the original group, students are evaluated individually [6][7][8][9][10][11][12][13][14][15].…”

“…Cooperative learning is part of constructivist-based learning, namely learning that uses small groups where each student in his group can participate in clearly defined collective tasks. Cooperative learning is students learning in small groups that are heterogeneous in terms of gender, ethnicity and academic ability to help each other in achieving common goals [6][7].…”

Understanding of Beach Abrasion Concepts in Elementary School Students

“…[10] that the first challenge of learning science in schools is to provide access to students to construct their own science concepts, and to introduce concepts that have been mutually agreed upon by the community in the surrounding environment. [11] The role of the teacher is very important in the process of building student knowledge, consequently the learning of science is not just a process of transfer through a single print media or from teacher to student, but the learning process is strived meaningful so that the science content is well understood and can be applied by students [12]. Differences in experiences experienced by students allow students to have a wrong understanding of a concept.…”

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