The Implementation of Cooperative Learning (Numbered Head Together) to Boost Students’ Learning Outcome in Social Studies Subject

Anse, La; Ilham, Muhammad

doi:10.1088/1755-1315/175/1/012147

Cited by 2 publications

(2 citation statements)

References 5 publications

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“…It also raises concerns because it requires students to succeed at all stages (Altun, 2015). Cooperative learning (NHT) can boost student learning outcomes in social studies class IV at the elementary school level (Anse & Ilham, 2018). The social benefits of collaborative learning are a separate result of group work rather than being a prerequisite or direct consequence of successful activity, but early training in group skills can serve to enhance these benefits (Tolmie et al, 2010); at Talaga Kulon I Elementary School the cooperative model of the TGT type affects increasing students' cross-cultural skills, this can be seen from the comparison of pre-test, and post-test scores and statistical tests showing an increase, especially in the indicator "Utilizing social and cultural differences to work together effectively" (Rahayu & Nugraha, 2018) and Genç, (2016) said that according to their research findings, it was determined that the activities were structured appropriately for cooperative learning and were organized taking into account the basic principles of cooperative learning, one student stated that these activities were suitable for cooperative learning high level.…”

Section: Discussionmentioning

confidence: 99%

IPAS Implementation in Elementary Schools: How Teachers Build Student Understanding

Komariah,

As’ary,

Hanum

et al. 2023

edu

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Merging science (IPA) and social studies (IPS) subjects into science and learning (IPAS) in elementary schools is challenging for teachers. This study aims to determine how teachers build students' understanding of IPAS subjects. The research method used is descriptive qualitative through case studies. Data collection techniques using observation, in-depth interviews, and documentation studies. The research subjects were SDIT At-Taqwa KPAD Bandung IV teachers. Data analysis utilizes Miles and Huberman's techniques. Based on the research results, the teacher's way of building student understanding is by highlighting the dominant material between Science and Social Sciences; the teacher uses a student-centered approach with cooperative learning models and scientific methods as well as various types of cooperative learning, although the combination of the two subjects (IPA and IPS) are considered less effective. However, with various creativities and innovations created by the teacher, the learning process can still run well. The implications of this research for IPAS learning in the classroom are as an alternative for teachers in carrying out science learning to build students' understanding of IPAS comprehensively. Besides that, the results of this research are expected to be input for policymakers in deciding or providing a policy in a curriculum.

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Section: Discussionmentioning

confidence: 99%

IPAS Implementation in Elementary Schools: How Teachers Build Student Understanding

Komariah,

As’ary,

Hanum

et al. 2023

edu

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“…Selain itu, faktor lainnya adalah guru masih monoton menerapkan model pembelajaran yang konvensional sehingga membuat peserta didik merasa bosan dan jenuh sehingga berpengaruh pada hasil belajarnya. Anse & Ilham (2018) pembelajaran konvensional seperti ceramah akan cocok digunakan pada kelas dengan model seminar yang materinya bersifat narasi. Namun untuk pembelajaran yang membutuhkan analisis dan kemampuan pemecahan masalah maka pembelajaran ini tidak sesuai untuk diterapkan.…”

Section: Hasil Belajar Peserta Didikunclassified

Meningkatkan Hasil Belajar Matematika Siswa Melalui Model Pembelajaran Means Ends Analysis (MEA) di kelas VI SD

Oktaviani¹,

Kadir

Ilham

2022

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This research was conducted because the results of students' mathematics learning were still low due to the inappropriate application of learning models. The purpose of this research is to examine the improvement of student learning outcomes by applying the Means Ends Analysis (MEA) model. This research is a class action research, conducted at SDN Satap 2 Konawe Selatan in 2 cycles. The subject of this research is class VI students in the 2021/2022 academic year, with a total of 22 students. The instruments used are teacher and student observation sheets, learning achievement tests and documentation. The research procedure starts from planning, implementing actions, observing, evaluating and reflecting. The research findings show that students' mathematics learning outcomes have increased significantly after the MEA learning model was implemented. Student completeness in pre-cycle reached 18.18% with an average score of 39.22. After the first cycle of action, students' learning completeness reached 50% with an average score of 53.63 and continued to increase in cycle II with a percentage of student learning completeness of 81.81% and an average score of 75.45.Keywords: Mathematics learning outcome, MEA, elementary school

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The Implementation of Cooperative Learning (Numbered Head Together) to Boost Students’ Learning Outcome in Social Studies Subject

Cited by 2 publications

References 5 publications

IPAS Implementation in Elementary Schools: How Teachers Build Student Understanding

IPAS Implementation in Elementary Schools: How Teachers Build Student Understanding

Meningkatkan Hasil Belajar Matematika Siswa Melalui Model Pembelajaran Means Ends Analysis (MEA) di kelas VI SD

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