Peningkatan Hasil Belajar Pada Pembelajaran Tematik Terpadu Menggunakan Model Kooperatif Tipe Group Investigation di Sekolah Dasar

Abstract

The purpose of this study was to improve students' integrated thematic learning outcomes by using the cooperative group investigation type model. Integrated thematic learning is learning that uses themes as the main focus. This research method, using classroom action research methods. The research procedure is in the form of a cycle. Each cycle consists of four stages including: planning, implementing actions, observing, and reflecting. Data collecting techniques through observation and tests. This data collection uses an instrument in the form of student and teacher observation observation sheets in the learning process, while to determine the quality of student learning outcomes, evaluation / test sheets are used. The results showed that the use of the investigational group type cooperative model could improve students' integrated thematic learning outcomes. From the average value in the first cycle, 76,6% to 87,5% in the second cycle.

Improving Students' Collaboration Ability and Scientific Literacy through the Group Investigation Type Cooperative Learning Model

“…Apart from that, the application of this model is also able to train students to have good communication skills, and there is motivation that encourages students to be active in the learning process from the first stage to the final stage in learning (Buaton et al, 2021;Pahrurrozi, 2019). This then shows that the use of the GI learning model in the learning process in elementary schools will be more enjoyable because students are required to be able to play an active role in every activity in their group (Lengari et al, 2020;Petriza & Eliyasni, 2020). The GI type cooperative learning model is able to invite students to investigate a problem in groups and be directly actively involved in learning activities, so that student learning activities increase to the active category (Ariyanto & Muslim, 2019;Harepa & Simamora, 2021).…”

“…The application of the GI type cooperative learning model in the learning process requires students to have better abilities in communicating and in group process skills. This is because when studying in groups students carry out investigations, so that from investigative activities students actively ask questions and work together with their group friends to be able to solve the problems given (Petriza & Eliyasni, 2020;Ratunguri et al, 2022;Sumertha, 2019). Actively asking questions and working together in groups is something that can improve students' communication skills (Nurdin, 2021;Rusdiana & Sucipto, 2018).…”

“…One effort that can be made to overcome this problem is by implementing a group investigation type cooperative learning model. The GI type cooperative learning model is group-based learning that provides opportunities for students to be able to discuss, think critically, and be responsible for the learning they do (Petriza & Eliyasni, 2020;Ratunguri et al, 2022;Sumertha, 2019). This learning model begins with identifying topics and dividing groups, planning tasks to be studied, carrying out investigations, preparing final reports, presenting final results, and carrying out evaluations (Ariyanto & Muslim, 2019;Buaton et al, 2021;Harepa & Simamora, 2021).…”

Penigkatan Hasil Belajar Peserta Didik pada Pembelajaran Tematik Terpadu Menggunakan Model Discovery Learning

“…Tujuan pembelajaran tematik terpadu yakni memfokuskan peserta didik pada satu tema, hingga peserta didik bisa memperoleh pengetahuan serta pengembangan kompetensi-kompetensi dasar setiap mata pelajaran pada tema serupa. Petriza & Rifda (2020) menyatakan bahwa tujuan pembelajaran tematik terpadu yakni untuk meningkatkan keaktifan dan mengembangkan potensi belajar peserta didik.…”

“…Oleh karena itu, peran hasil belajar pada pembelajaran menjadi sangat penting. Petriza & Rifda (2020) menyatakan bahwa hasil belajar yaitu perolehan keterampilan oleh peserta didik ketika pembelajaran yang diikuti selesai. Clarisa & Tin (2021) menyatakan bahwa berhasil atau tidaknya proses pembelajaran bisa dinilai dengan hasil belajar yang didapat peserta ddik.…”