Improving Students’ Learning Results Through the SQ4R Learning Model Approach

Abstract

The results of observations and evaluations of students in 6 th grade of Semester I, mathematics learning in 2017/2018 learning year most of the scores are still below the Minimum Completion Criticism of mathematics learning by 70. This is evidenced by the data of 17 students, 8 students or (47.06%) scored above the Minimum Completion Criticism, while 9 students or (52.94%) scored below the Minimum Completion Criticism. Based on this statement, the researcher set a solution to improve mathematics learning outcomes by using the approach of the learning model Survey, Question, Read, Recite, Reflect, and Review (SQ4R). The SQ4R model is a learning model that provides curiosity and can encourage processing in depth and breadth. The formulation of the research problem is how can student learning outcomes on mathematics subjects be improved through the use of learning models (SQ4R)? How do you implement the Survey learning model (SQ4R) can improve mathematics learning outcomes for 6 th grade, students of primary school in SD Lab. School FIP-UMJ? The study was conducted in 2 cycles. Each cycle consists of 4 stages. They are planning, implementation, observation, and reflection. The research subjects were 17 students. Data collection techniques was used test material techniques. Minimum Completion Criticism score, classical learning completeness is at least 85%, and individual completeness is at least 70. Percentage of completeness in cycle I is 82.35%, and cycle II 88.24%, implementation of SQ4R model can improve Mathematics learning outcomes.

The Eclectic Approach for the EFL Writing Classroom : Practices and Perspectives at a University in Indonesia

“…On meeting 3, the teacher employed a modified SQ2R to immerse the students in the topic of paraphrasing and summarizing. Originally SQ4R covered the survey, the questions, read, recite/respond, reflect, and review (Iswan, Herwina, & Fitrianto, 2019;Pauk, 1984). Due to limited time, the teacher chose to perform only two Rs: reading and reviewing.…”