This classroom action research (CAR) aims to describe the implementation of Quiz-Quiz-Trade and Fan-Pick learning model to enhance social skill and learning outcomes of social studies on 5th grade students in SDN Polehan 1 Malang. This research consists of two cycles. The subject of this research is39 students that consist of 20 males and 19 females. The data collection are observation sheet, test, questionnaire, interview, and documentation. The result of this research shows that social skills of the students enhance from 75,83% in cycle I to 80,45% in cycle II. The learning outcomes of the students in social studies also enhances from 31,57% in pre-cycle to 55,26% in cycle I, then 81,57% in cycle II.
The Implementation of Talking Chips and Fan-N-Pick Cooperative Learning Model...inventionjournals
This study is aimed to describe how Talking Chips and Fan-N-Pick learning model to improve VIII D class students’ motivation and learning outcomes at SMP Kristen Citra Bangsa Kota Kupang. The study is a Classroom Action Research (CAR) study. The study consists of four phases, i.e. plan, action, observation, and reflection. The phases in CAR are conducted in 2 cycles. The subject of the study is 20 VIII D class students of SMP Kristen Citra Bangsa Kota Kupang. The collected data consists of students’ motivation and learning result test. The result of the study shows that there is an improvement on students’ motivation in the first cycle and the high criteria is improved to very high criteria in the end of the second cycle. The improvement is also occurred in students’ learning outcome and implementation whether it is from the students or the teacher.
The Comparative Study Between The Cooperative Learning Model Of Numbered Head...iosrjce
This research aims to explain the differences between the cooperative learning model of Numbered
Heads Together (NHT) and Student Team Achievement Division (STAD) to the learning achievement of the
eighth grade students in social subject at SMP Negeri 5 Jombang. The population in this study was 66 students
of the eight grade students in which 33 students from class VIII H. and 33 students from class VIII F. The data
were collected by using observation, interviews and tests. This research applied T-test for data analysis.
The results showed that there is significantly difference on learning achievement of the eighth grade social
studies at SMP Negeri 5 Jombang who are taught by using the cooperative learning model of NHT and STAD.
The result showed that tcount was 2.763, it is higher than the coefficient of table 1.998 at the 5% level of
significant (α) on the value of (df) = (33-1)(33-1) is 64. It implied that tcount> ttable in which 2.763 > 1.998,
therefore, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Finally, It can be
concluded that there is significant difference of the cooperative learning Model of Numbered Heads Together
(NHT) And Student Team Achievement Division (STAD) to the learning achievement of the Eighth Grade
Student in Social Subject at SMP Negeri 5 Jombang
The results of the mathematics learning of junior high school students have not been satisfactory. This is due to the low understanding of students' mathematical concepts. The purpose of this research is to identify the influence of cooperative learning model and learning style towards the understanding of the mathematical concepts of Junior High School students. The method is factorial experiments with 2 x 3 and sample of the study is 60 students of 8th grade junior high school. The analysis results of variance (ANOVA) indicate the following: the use of cooperative learning model of type Student Team Achievement Division influenced the understanding of the mathematical concepts significantly, there is an significant influence of the learning style towards an understanding of mathematical concepts, and there is also a significant influence of the interaction of cooperative learning model of type Student Team Achievement Division and learning style towards the understanding of mathematical concepts. So it can be concluded that the cooperative learning model can improve understanding of students' mathematical concepts and learning styles is a individual differences of learning students in absorbing mathematics subject matter. We hope that this study can be beneficial for further research to improve student’s achievements in mathematics.
Abstract- This study is aimed at comparing team-assisted individualization learning model and scramble learning model toward student’s learning activities on social science subject, SMP Negeri 19 Palembang. This is a comparative study using a completely randomized design. The population of this study was all eighth grade classes consisting of 354 students. Cluster random sampling was used to decide the sample of this study in which class VIII.10 as experiment-1 and VIII.9 as experiment-2; Each class consists of 35 students. The technique of data collection used in this study was observation. SPSS 24.0 was used to analyze the data. The result shows that there are active learning activities. Statistically, scramble learning model is more interesting than team-assisted individualization learning model.
The Implementation of Talking Chips and Fan-N-Pick Cooperative Learning Model...inventionjournals
This study is aimed to describe how Talking Chips and Fan-N-Pick learning model to improve VIII D class students’ motivation and learning outcomes at SMP Kristen Citra Bangsa Kota Kupang. The study is a Classroom Action Research (CAR) study. The study consists of four phases, i.e. plan, action, observation, and reflection. The phases in CAR are conducted in 2 cycles. The subject of the study is 20 VIII D class students of SMP Kristen Citra Bangsa Kota Kupang. The collected data consists of students’ motivation and learning result test. The result of the study shows that there is an improvement on students’ motivation in the first cycle and the high criteria is improved to very high criteria in the end of the second cycle. The improvement is also occurred in students’ learning outcome and implementation whether it is from the students or the teacher.
The Comparative Study Between The Cooperative Learning Model Of Numbered Head...iosrjce
This research aims to explain the differences between the cooperative learning model of Numbered
Heads Together (NHT) and Student Team Achievement Division (STAD) to the learning achievement of the
eighth grade students in social subject at SMP Negeri 5 Jombang. The population in this study was 66 students
of the eight grade students in which 33 students from class VIII H. and 33 students from class VIII F. The data
were collected by using observation, interviews and tests. This research applied T-test for data analysis.
The results showed that there is significantly difference on learning achievement of the eighth grade social
studies at SMP Negeri 5 Jombang who are taught by using the cooperative learning model of NHT and STAD.
The result showed that tcount was 2.763, it is higher than the coefficient of table 1.998 at the 5% level of
significant (α) on the value of (df) = (33-1)(33-1) is 64. It implied that tcount> ttable in which 2.763 > 1.998,
therefore, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Finally, It can be
concluded that there is significant difference of the cooperative learning Model of Numbered Heads Together
(NHT) And Student Team Achievement Division (STAD) to the learning achievement of the Eighth Grade
Student in Social Subject at SMP Negeri 5 Jombang
The results of the mathematics learning of junior high school students have not been satisfactory. This is due to the low understanding of students' mathematical concepts. The purpose of this research is to identify the influence of cooperative learning model and learning style towards the understanding of the mathematical concepts of Junior High School students. The method is factorial experiments with 2 x 3 and sample of the study is 60 students of 8th grade junior high school. The analysis results of variance (ANOVA) indicate the following: the use of cooperative learning model of type Student Team Achievement Division influenced the understanding of the mathematical concepts significantly, there is an significant influence of the learning style towards an understanding of mathematical concepts, and there is also a significant influence of the interaction of cooperative learning model of type Student Team Achievement Division and learning style towards the understanding of mathematical concepts. So it can be concluded that the cooperative learning model can improve understanding of students' mathematical concepts and learning styles is a individual differences of learning students in absorbing mathematics subject matter. We hope that this study can be beneficial for further research to improve student’s achievements in mathematics.
Abstract- This study is aimed at comparing team-assisted individualization learning model and scramble learning model toward student’s learning activities on social science subject, SMP Negeri 19 Palembang. This is a comparative study using a completely randomized design. The population of this study was all eighth grade classes consisting of 354 students. Cluster random sampling was used to decide the sample of this study in which class VIII.10 as experiment-1 and VIII.9 as experiment-2; Each class consists of 35 students. The technique of data collection used in this study was observation. SPSS 24.0 was used to analyze the data. The result shows that there are active learning activities. Statistically, scramble learning model is more interesting than team-assisted individualization learning model.
Development of Aljabar Materials Based On React Strategy To Increase Material...AJHSSR Journal
e them is with developing algebra teaching materials based
on the REACT strategy to enhance students' metaphorical thinking ability. The research method uses research
and development type formative research. The subject of this study is class VII in one of junior high school in
Cianjur, Indonesia. Based on the results of research and discussion can be summed up some things as follows:
(1) teaching materials that have been compiled good quality although still need to be refined again. (2) The
students' metaphorical thinking ability through the use of the teaching materials is enhancing. (3) The student's
response to this teaching material is very positive.
KEYWORDS: React Strategy , Algebra, Teaching and Learning Materials, Metaphorical Thingking, Moral
Crisis
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
Classroom assessment is an essential part of education. The study investigated teachers’ perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers’ perceptions of classroom assessment in science, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers’ perceptions of classroom assessment have no significant relation with their classroom assessment practices.
Improving Students’ Achievement of Social Science By Using Jigsaw Cooperative...iosrjce
This study was aimed at determining the students’ achievement of Social Science at the Fifth Grade
of State Primary School Bukittinggi, West Sumatera. This study was based on the problem that the students did
not reach the standard minimum criteria score which was determined 70. The classroom action research was
used in this study by using Jigsaw Cooperative Learning Model. The finding showed that there was an increase
on the teachers’ teaching skills and students’ achievement. The average score of teachers’ teaching skills in the
first cycle was 2.6, the second cycle was 2.8 and the third cycle was 3.4 with a very good category. The
students’ score was increased steadily from 67.9% (first cycle), to 75% (cycle II) and the final 92.5% (cycle III).
This suggests that the use of Jigsaw Cooperative Learning Model improved students’ achievement of Social
Science
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
AN EFFECTIVE PROFESSIONAL DEVELOPMENT SERIES IMPROVES THE QUALITY OF TEACHERC...ijejournal
Just as the educational system in the United States is working to figure out the best ways to reach the developmentally diverse student population found in our public and private institutions; we should be looking how to best prepare our teachers. Over the years, the threat of trickle down curriculum has become a reality and there is increasing pressure on in-coming kindergarteners to be knowledgeable of more and more. Teachers express through honest feedback the lack of quality and/or effective professional
development opportunities available to them. There needs to be some sort of reform when the positive changes in the education system can been seen in the success of the students, which is directly affected by the quality and effectiveness in teacher instruction. A quality feedback through coaching model is the most
effective way to develop educators in order to improve teacher-child interactions that translates into high quality education.
One objective of mathematics learning is to solve problem and to communicate idea to get a solution. Human life is inseparable from social activity, including cooperation. Similarly, in mathematics learning sometimes students need friends to discuss with in solving mathematics problem. Cooperative learning model can be an alternative to bridge the difficulty the students encounter. The objective of research was to identify the impact of Think Pair Share type of Cooperative learning model on mathematics learning in elementary school. This study was a descriptive qualitative research. The subject of research was the fifth graders of three elementary schools in Karangpandan Sub District. Techniques of collecting data used were observation, interview, and documentation. Observation was conducted to observe the learning process using Think Pair Share-type of cooperative learning, interview to find out the impression and the impact the students experience, and documentation to find out the group’s work. The conclusion of research showed that there are some impacts found in mathematics learning using Think Pair Share type of cooperative learning related to: (1) group establishment; (2) learning environment; (3) learning achievement; (4) student participation; (5) information exchange; and (6) interpersonal relation.
Using Jigsaw Strategy for Teaching Reading to Teenager Learners in VietnamAJSERJournal
This paper indicates strong points of using the jigsaw strategy for teaching reading to teenagers. Two kinds
of datasets including survey and interview provided the researcher with enough evidence in order to judge innovation.
Although this is not a very successful innovation, it helps the researcher experience jigsaw reading lessons in her own
teaching context. Vitally important, the innovation helps engage students in reading lessons and create meaningful
interaction among them. Therefore, the research results will be applied into other reading courses at institutions in
Vietnam and the researcher hopes that it might be useful for those who are interested in teaching reading through the
jigsaw strategy.
The Implementation of Cooperative Learning Model Rally Robbin And Fan-N-Pick ...inventionjournals
This study aims to describe the application of Rally Robbin and Fan-N-Pick learning models in classroom learning, and how to improve students’ self-esteem and learning outcomes of the fifth-grade students of SDN Purwantoro 8 Malang through the implementation of Rally Robbin and Fan-N-Pick learning models. This research is a classroom action research (CAR) with the subject of the fifth-grade students of SDN Purwantoro 8 Malang. The data collection of this research used observation method, interview, test and documentation. The technique used in this research is qualitative data analysis consisting of: 1) reducing data, 2) presenting the data, 3) inferencing the result of analysis. The procedures in this study used the model developed by Kemmis and Taggart. Based on the results of data analysis obtained it was found that: 1) implementation of Rally Robbin and Fan-N-Pick learning model on the fifth-grade students of SDN Purwantoro 8 Malang is well performed; 2) the implementation of Rally Robbin and Fan-N-Pick learning models can improve students’ self-esteem; And 3) the adoption of Rally Robbin and Fan-N-Pick models can improve students’ learning outcomes
Efforts to Improve Learning Outcomes of Human Social Life in Social Sciences ...M. Ifaldi Sidik
This study aims to obtain information and find out about the Efforts to Increase Learning Outcomes of Human Social Life in Social Sciences Subjects through Jigsaw Learning Models in Class VII / 1 of SMP Negeri 1 Batang Anai. This type of research is classroom action research with research subjects being grade VII / 1 students of SMP Negeri 1 Batang Anai with a total of 32 students. This study consisted of two cycles, where the first cycle was carried out at meetings 1 and 2 and the second cycle was carried out at meetings 3 and 4. Each cycle consisted of four stages of research, namely planning, implementing actions, observing and reflecting. this was obtained from observation sheets, field notes, and test sheets, which analyzed qualitative data using percentages. Based on the results of the study showed that the learning outcomes of students in class VII / 1 using the Jigsaw learning model increased from the initial pre-cycle conditions by 56, the first cycle by 81% and the second cycle by 90%. The conclusion is that using a jigsaw learning model can improve students' social studies learning outcomes in class VII / 1 of SMPN 1 Batang Anai.
Development of Aljabar Materials Based On React Strategy To Increase Material...AJHSSR Journal
e them is with developing algebra teaching materials based
on the REACT strategy to enhance students' metaphorical thinking ability. The research method uses research
and development type formative research. The subject of this study is class VII in one of junior high school in
Cianjur, Indonesia. Based on the results of research and discussion can be summed up some things as follows:
(1) teaching materials that have been compiled good quality although still need to be refined again. (2) The
students' metaphorical thinking ability through the use of the teaching materials is enhancing. (3) The student's
response to this teaching material is very positive.
KEYWORDS: React Strategy , Algebra, Teaching and Learning Materials, Metaphorical Thingking, Moral
Crisis
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
Classroom assessment is an essential part of education. The study investigated teachers’ perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers’ perceptions of classroom assessment in science, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers’ perceptions of classroom assessment have no significant relation with their classroom assessment practices.
Improving Students’ Achievement of Social Science By Using Jigsaw Cooperative...iosrjce
This study was aimed at determining the students’ achievement of Social Science at the Fifth Grade
of State Primary School Bukittinggi, West Sumatera. This study was based on the problem that the students did
not reach the standard minimum criteria score which was determined 70. The classroom action research was
used in this study by using Jigsaw Cooperative Learning Model. The finding showed that there was an increase
on the teachers’ teaching skills and students’ achievement. The average score of teachers’ teaching skills in the
first cycle was 2.6, the second cycle was 2.8 and the third cycle was 3.4 with a very good category. The
students’ score was increased steadily from 67.9% (first cycle), to 75% (cycle II) and the final 92.5% (cycle III).
This suggests that the use of Jigsaw Cooperative Learning Model improved students’ achievement of Social
Science
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
AN EFFECTIVE PROFESSIONAL DEVELOPMENT SERIES IMPROVES THE QUALITY OF TEACHERC...ijejournal
Just as the educational system in the United States is working to figure out the best ways to reach the developmentally diverse student population found in our public and private institutions; we should be looking how to best prepare our teachers. Over the years, the threat of trickle down curriculum has become a reality and there is increasing pressure on in-coming kindergarteners to be knowledgeable of more and more. Teachers express through honest feedback the lack of quality and/or effective professional
development opportunities available to them. There needs to be some sort of reform when the positive changes in the education system can been seen in the success of the students, which is directly affected by the quality and effectiveness in teacher instruction. A quality feedback through coaching model is the most
effective way to develop educators in order to improve teacher-child interactions that translates into high quality education.
One objective of mathematics learning is to solve problem and to communicate idea to get a solution. Human life is inseparable from social activity, including cooperation. Similarly, in mathematics learning sometimes students need friends to discuss with in solving mathematics problem. Cooperative learning model can be an alternative to bridge the difficulty the students encounter. The objective of research was to identify the impact of Think Pair Share type of Cooperative learning model on mathematics learning in elementary school. This study was a descriptive qualitative research. The subject of research was the fifth graders of three elementary schools in Karangpandan Sub District. Techniques of collecting data used were observation, interview, and documentation. Observation was conducted to observe the learning process using Think Pair Share-type of cooperative learning, interview to find out the impression and the impact the students experience, and documentation to find out the group’s work. The conclusion of research showed that there are some impacts found in mathematics learning using Think Pair Share type of cooperative learning related to: (1) group establishment; (2) learning environment; (3) learning achievement; (4) student participation; (5) information exchange; and (6) interpersonal relation.
Using Jigsaw Strategy for Teaching Reading to Teenager Learners in VietnamAJSERJournal
This paper indicates strong points of using the jigsaw strategy for teaching reading to teenagers. Two kinds
of datasets including survey and interview provided the researcher with enough evidence in order to judge innovation.
Although this is not a very successful innovation, it helps the researcher experience jigsaw reading lessons in her own
teaching context. Vitally important, the innovation helps engage students in reading lessons and create meaningful
interaction among them. Therefore, the research results will be applied into other reading courses at institutions in
Vietnam and the researcher hopes that it might be useful for those who are interested in teaching reading through the
jigsaw strategy.
Similar to The Implementation of Quiz-Quiz-Trade and Fan-N-Pick Learning Model to Enhance Social Skills and Cognitive Learning Outcome of Social Studies
The Implementation of Cooperative Learning Model Rally Robbin And Fan-N-Pick ...inventionjournals
This study aims to describe the application of Rally Robbin and Fan-N-Pick learning models in classroom learning, and how to improve students’ self-esteem and learning outcomes of the fifth-grade students of SDN Purwantoro 8 Malang through the implementation of Rally Robbin and Fan-N-Pick learning models. This research is a classroom action research (CAR) with the subject of the fifth-grade students of SDN Purwantoro 8 Malang. The data collection of this research used observation method, interview, test and documentation. The technique used in this research is qualitative data analysis consisting of: 1) reducing data, 2) presenting the data, 3) inferencing the result of analysis. The procedures in this study used the model developed by Kemmis and Taggart. Based on the results of data analysis obtained it was found that: 1) implementation of Rally Robbin and Fan-N-Pick learning model on the fifth-grade students of SDN Purwantoro 8 Malang is well performed; 2) the implementation of Rally Robbin and Fan-N-Pick learning models can improve students’ self-esteem; And 3) the adoption of Rally Robbin and Fan-N-Pick models can improve students’ learning outcomes
Efforts to Improve Learning Outcomes of Human Social Life in Social Sciences ...M. Ifaldi Sidik
This study aims to obtain information and find out about the Efforts to Increase Learning Outcomes of Human Social Life in Social Sciences Subjects through Jigsaw Learning Models in Class VII / 1 of SMP Negeri 1 Batang Anai. This type of research is classroom action research with research subjects being grade VII / 1 students of SMP Negeri 1 Batang Anai with a total of 32 students. This study consisted of two cycles, where the first cycle was carried out at meetings 1 and 2 and the second cycle was carried out at meetings 3 and 4. Each cycle consisted of four stages of research, namely planning, implementing actions, observing and reflecting. this was obtained from observation sheets, field notes, and test sheets, which analyzed qualitative data using percentages. Based on the results of the study showed that the learning outcomes of students in class VII / 1 using the Jigsaw learning model increased from the initial pre-cycle conditions by 56, the first cycle by 81% and the second cycle by 90%. The conclusion is that using a jigsaw learning model can improve students' social studies learning outcomes in class VII / 1 of SMPN 1 Batang Anai.
Developmental Process of Conceptual Understanding Through Reflective Journal ...AJHSSR Journal
ABSTRACT: The evolving educational landscape has made it more challenging to create 21st-century
learners who are prepared for the future and ready to take on the global competition. Furthermore, due to its
themes, goals, and objectives, social studies is mostly necessary in the current world. Additionally, it encourages
civic engagement and social interaction. Hence, this study investigated the effects of reflective journal writing
(RJW) in improving students' conceptual understanding. The study involved Grade-12 students of a
government-owned school in Olongapo, Philippines. The results revealed that the students' level of conceptual
understanding is at a developing level before the use of the intervention. After the application and use of RJW, it
has been observed that the level of conceptual understanding has improved. This research affirms the positive
effects of journal writing on the students’ enhancement of their conceptual understanding. Thus, teachers may
consider the strategy for students’ conceptual retention and enhancement. A parallel study may be conducted to
validate the effects of the intervention in other contexts.
Keywords -Conceptual Understanding, Social Studies, Reflective Writing, Transformative Learning
The Development Problem Based Learning Collaborative Model in Sociology Learn...iosrjce
This reseach in based on the real condition Senior High School Sociology learning activity in
Madiun regency which is still far from what we wish, still focus on cognitive aspect. Affective aspect and skill
need a little touch, if it is impossible to say they are still untouched. Even, we are obliged to implement the
attitude or character values in the activity of learning.
The purpose of the research is: (1) to recognize the recent condition of sociology learning activity, (2) to
create a sociology learning model, Problem Based Learning Collaborative, (3) to identify the effectiveness of
the model in improving student achivement.
The method of the research and the model development is carried out through these stages : Preliminary
research, development design, model testing or product evaluation. Collecting the data is using observation,
interviews, questionnaries, and documentation technique. Data analysis in the preliminary research is using
qualitative approach while model testing or product evaluation is using quantitative approach experiment. Ttest
isused to determine the differences between Problem Based Leraning Collaborative model and varied
lecturing model.
The result of the study is concluded as follows: (1) Sociology learning activity in Madiun Regancy is still
varied in delivering the knowledge, not yet focus on delivering of the value. Also the process of learning
evaluation is still focus on cognitive aspect ( knowledge ). Where as according to curriculum, sociology must be
conducted as an integral subject. The aim must also touch all aspect, include : cognitive, affective, skill, and
attitude. That is why, it is needed to conduct Problem Based Learning Collaborative model. (2) After being
validated by a team of experts and practitioners, the draft of Problem Based Learning Collaborative Model is
experimented in, among others, SMAN 1 Parang. The result of the model can be understood and implemented
by both teachers and students. After the trial, the model is applied as a restricted quasi–experimental test in
SMAN Bungkal Ponorogo and SMAN Badegan Ponorogo. The results show that the experimental groups have a
better average than the control group both in the cognitive aspect and the affective one. When the model is
applied extensively in SMAN 1 Parang, SMAN 2 MAGETAN, SMAN Sukomoro, SMAN Sampung, the results
remains the same. It shows that the experimental groups heve a better average than the contol ones, both in the
coginitive aspect and the affective one. Applying the model, it shows that the model effects the students
significantly in increasing the achivement ( cognitive aspect ) and strengthen the character and attitude
( affective aspect and skill ) compared with the varied lecturing model. Thus, it can be concluded that the groups
using Problem Bsed Learning Collaboraive Model has a better achivement and effort in implementing the
characters values more than that of using varied lecturing model.
Improving Second Semester Students' Learning Outcomes in Sharia Business Cour...inventionjournals
This research aimed to reveal the benefits of using the cooperative learning model think pair sharein improving student learning outcomes inShariah Business courses at the Faculty of Economics at Muhammadiyah University of North Sumatra. This research using class room action research with the stage of planning, action, observation and reflection. This study used cluster sampling in which a class of sampled study consisted of 42 students. The results of this study revealed that the cooperative learning model think pare share could improve student results in Sharia Business subjects. Students responded positively to the learning process about the method of Think Pair Share.
Efforts to Improve Students' Ability to Write Text in the Form of Procedures ...M. Ifaldi Sidik
This study aims to obtain information and find out about Efforts to
Improve Students' Ability to Write Text in the Form of Procedure
through the Make a Match Learning Model in Class IX.4 of SMP
Negeri 1 Batang Anai. This type of research is classroom action
research with research subjects being grade IX.4 students of SMP
Negeri 1 Batang Anai with a total of 32 students. This study consisted
of two cycles, where the first cycle was carried out at meetings 1 and
2 and the second cycle was carried out at meetings 3 and 4. Each cycle
consisted of four stages of research, namely planning, implementing
actions, observing and reflecting. To obtain research data three
instruments were used, namely observation sheets, field notes, and
test sheets, which were analyzed qualitatively using percentages.
Based on the results of the study showed that the learning activities
of class IX.4 students using the make a match learning model
increased from initial conditions, cycle I and cycle II
Efforts to Improve Indonesian Language Learning Outcomes Students in Writing ...M. Ifaldi Sidik
This study aims to obtain information and find out about Efforts to Improve Student Learning Outcomes of Students in Writing Creative Drama Texts in One Chapter by Paying Attention to the Authenticity of Ideas through the Two Stay Two Stray Model in Class VIII.3 SMPN 1 Batang Anai, Padang Pariaman District. This type of research is classroom action research with 34 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research is carried out in two cycles and is carried out collaboratively between researcher and observer. The technique used in gathering Data are observations, tests, field notes and documentation with the research subjects being the teacher and students. The results of this study indicate that student learning outcomes in the learning process by using the Two Stay Two Stray learning model experienced an increase starting from pre-cycle, Cycle I and Cycle II.
Inspiring Prosocial Behaviour in the Classroom through Collaborative Learning...ijtsrd
The mission of this case study was to analyze whether the collaborative learning environment in the classroom inspires prosocial behavior in students. Prosocial behaviours are intended to help other people, characterized by a concern about the rights, feelings and welfare of others. Behaviours that can be described as prosocial include feeling empathy and concern for others and behaving in ways to help or benefit other people. The sample consisted of a single classroom with 35 students. The analysis was done using sociograms. The sociometric analysis has shown that the prosocial behavior of students has improved while participating in the collaborative learning activities. The findings of the study indicate that the collaborative learning inspires students’ prosocial behaviours. Deepthi Karunakaran | Dr. P. B. Beulahbel Bency "Inspiring Prosocial Behaviour in the Classroom through Collaborative Learning: A Case Study" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31858.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31858/inspiring-prosocial-behaviour-in-the-classroom-through-collaborative-learning-a-case-study/deepthi-karunakaran
EFFECTIVENESS OF COOPERATIVE LEARNING IN SECONDARY SOCIAL STUDIES OF DEPARTME...AJHSSR Journal
ABSTRACT: This study assessed the effectiveness of the utilization of Cooperative Learning (CL) in
Secondary Social Studies instruction, in Zone 2, Department of Education, Division of Zambalesduring the 3rd
quarter of the school year 2018-2019. A descriptive research design and survey questionnaire were the main
data-gathering instruments.The researcher concluded that the teacher-respondents are female, in their early
adulthood, specializing in Social Studies, Teacher I, holders of Bachelor Degrees with Master’s units, quite new
in the teaching profession and have attended few seminars.The level of performance of high school students in
Social Studies using Cooperative Learning Methods and Activities improved from Pre-Test which is
Approaching Proficiency to Proficient in the Post Test, increased chances for students’ conflict, noise and
limited techniques in maintaining students’ motivation were the challenges sometimes encountered when
cooperative learning was utilized in teaching Social Studies lesson and contents.There is a significant difference
in the perceived effectiveness of cooperative learning to students of the elements of Individual Accountability,
Small Group and Interpersonal Skills, and Group Processing when attributed to teachers’ age. There are no
significant differences in the perceived effectiveness of cooperative learning to students for Face to Face
Interaction when attributed to teachers’ profile and the perception of the extent of occurrence of
problems/challenges in the utilization of cooperative learning when grouped according to teachers’ profile
variables, and there is a highly significant difference on the result of pre-test and a post-test score of the high
school students in Social Studies using cooperative learning method and learning activities was established.
Teachers may plan ahead cooperative learning activities and tasks in which students work together on specific
roles and materials (Positive Interdependence); learn how to strengthen communication skills (Individual
Accountability); encourage each other to learn and perform the task (Face to Face Interaction); develop more
sensitivity and appreciate with others (Small Group and Interpersonal Skills), and reflect on the feedback they
receive (Group Processing).
KEYWORDS: Cooperative Learning, Positive Interdependence, Individual Accountability, Promotive
Interaction, Small Group, and Interpersonal Skills, Group Processing
EFFORTS TO IMPROVE STUDENT LEARNING ACTIVITIES THROUGH COOPERATIVE INTEGRATED...M. Ifaldi Sidik
This research aims to improve students’ learning activities in Economics subject through “Cooperative Integrated Reading and Comprehension” (CIRC) learning model to the second grade of social students (XI IIS) in senior high school SMAN 1 Tanjung Raya. This research (PTK) is done in SMAN 1 Tanjung Raya during the first semester in July to December, with 30 XI IIS students as the subjects of research. The research is done in two periods. The data is gathered through observation sheets, interview and test that is analyzed using percentage and quantitative analysis. The result of this research is there is an increase in students’ learning activities when they are praised by giving a thumb up, a gift or a praising word.
Students’ Engagement in Scientific Approach Based Learning and Its Effect on ...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
The Effect of Discovery Learning Method Application on Increasing Students’ L...iosrjce
Curriculum of 2013 has been started since July 2013 in schools appointed as the implementer. This
study is experimental study with one group pretest-posttest design. It aims at discovering whether discovery
learning model implementation could increase student’s listening score and social attitude in accordance with
curriculum of 2013 implementation. The subjects of this study are 37 students of class X IPA 5 Public High
School 2 Jember in their 2nd semester of 2014/2015 academic year. This study concluded that the
implementation of discovery learning model could increase students’ listening score and social attitude, with
significance value of 0,005 (z = -2,823, p < 0,001), with medium effect size for listening score and significance
value of 0,000 (-4,875, p < 0,001), with large effect size for social attitude.
Running head PLANNED EVALUATION APPROACH AND QUESTIONS1PLANN.docxtodd581
Running head: PLANNED EVALUATION APPROACH AND QUESTIONS 1
PLANNED EVALUATION APPROACH AND QUESTIONS 8
Planned Evaluation Approach and Questions
Antony Jacob
Cheanel Nolden
May 5, 2019
Planned Evaluation Approach and Questions
Identification of Students’ Innate Talents
In order to identify the talents of individual students, teachers will communicate with parents and guardians of the students from time to time so that the parents can information regarding the interests of the students at home. The teachers will also identify student’s innate talents through carefully observing the students to identify the activities that they like to engage in, apart from interviewing the students. The student assessment program will be done twice in a week and will involve putting students in groups so that they can develop social skills (Heeneman et al., 2015). Student’s social skills will be assessed through oral examination. The oral exams will be conducted by giving allowing students to present their ideas in their groups and later in the class on selected topics. The teacher will then note the weaknesses of each student and model ways of encouraging the students through individual-centered approaches (Heeneman et al., 2015). With time, students will master appropriate social skills so that they can be able to present and express themselves eloquently, and with the required social and moral competencies.
Another element of the program will involve exploring the students’ talents by asking them to complete talent-based tasks. There will be no limitations or restrictions as to the nature of task that the student will choose since the project to be completed will be based on their own personal interests. From the completed tasks, teachers will be able to identify students’ personal interests. Teachers will then group students based on their inclinations. For instance, the teacher will introduce creative arts to allow students to engage in taking different perspectives in order to explore their talents and expand their creativity (Jones, Kittendorf & Kumagai, 2017). In this way, even academically talented students will be in a position to rediscover and explore other alternative activities that can be useful in their future socioeconomic life. Physical education will also make a core element of the student assessment plan. Teachers will identify students who are talented in different games and will communicate with the parents to promote the student’s abilities by investing in such talents rather than discouraging the sports.
Rationale
The reason why talent-based assessment is important and should be included in the overall student’s assessment is that students view education different from the way parent do. In most occasions, parents and teachers put high academic expectations that they want students to achieve and discourages talent-based activities. This tendency often makes students feel pressured to the extent that most stude.
Running head PLANNED EVALUATION APPROACH AND QUESTIONS1PLANN.docxglendar3
Running head: PLANNED EVALUATION APPROACH AND QUESTIONS 1
PLANNED EVALUATION APPROACH AND QUESTIONS 8
Planned Evaluation Approach and Questions
Antony Jacob
Cheanel Nolden
May 5, 2019
Planned Evaluation Approach and Questions
Identification of Students’ Innate Talents
In order to identify the talents of individual students, teachers will communicate with parents and guardians of the students from time to time so that the parents can information regarding the interests of the students at home. The teachers will also identify student’s innate talents through carefully observing the students to identify the activities that they like to engage in, apart from interviewing the students. The student assessment program will be done twice in a week and will involve putting students in groups so that they can develop social skills (Heeneman et al., 2015). Student’s social skills will be assessed through oral examination. The oral exams will be conducted by giving allowing students to present their ideas in their groups and later in the class on selected topics. The teacher will then note the weaknesses of each student and model ways of encouraging the students through individual-centered approaches (Heeneman et al., 2015). With time, students will master appropriate social skills so that they can be able to present and express themselves eloquently, and with the required social and moral competencies.
Another element of the program will involve exploring the students’ talents by asking them to complete talent-based tasks. There will be no limitations or restrictions as to the nature of task that the student will choose since the project to be completed will be based on their own personal interests. From the completed tasks, teachers will be able to identify students’ personal interests. Teachers will then group students based on their inclinations. For instance, the teacher will introduce creative arts to allow students to engage in taking different perspectives in order to explore their talents and expand their creativity (Jones, Kittendorf & Kumagai, 2017). In this way, even academically talented students will be in a position to rediscover and explore other alternative activities that can be useful in their future socioeconomic life. Physical education will also make a core element of the student assessment plan. Teachers will identify students who are talented in different games and will communicate with the parents to promote the student’s abilities by investing in such talents rather than discouraging the sports.
Rationale
The reason why talent-based assessment is important and should be included in the overall student’s assessment is that students view education different from the way parent do. In most occasions, parents and teachers put high academic expectations that they want students to achieve and discourages talent-based activities. This tendency often makes students feel pressured to the extent that most stude.
LEARNING STYLES & ATTITUDES OF STUDENTS TOWARD MODULAR LEARNING IN MAYOYAO ...azolllboocan
This research delves into the challenges posed by the shift to modular learning at Mayoyao National High School during the pandemic, focusing on the learning styles and attitudes of Grade 11 HUMMS students. The study, employing a descriptive qualitative approach, explores the diverse approaches students employ in modular learning and their corresponding attitudes. Findings reveal sequential, verbal, and technology-dependent learning styles, emphasizing the importance of tailored and supportive approaches. Collaborative learning experiences, time management skills, and a spectrum of attitudinal responses are crucial aspects. The recommendations underscore the need for customizable learning paths, technology integration, and fostering collaborative environments. The study concludes that recognizing and addressing the intricate relationship between learning styles, attitudes, and modular learning experiences are key in optimizing academic outcomes for students. The impact on academic performance highlights the influence of tailoring instruction, promoting collaborative learning, emphasizing time management, and fostering a positive learning environment. Ultimately, the research provides valuable insights for educators, policymakers, and researchers aiming to enhance modular learning outcomes in the face of unprecedented educational challenges.
Research of Influencing Factors of College Students’ Personalized Learning Ba...inventionjournals
Smart learning environment, as a high form of digital learning environment, accelerates the wide spread of personalized learning supported by Information Technology. Based on the literature analysis and Delphi method, this paper constructs a scale of influencing factors of college students’ personalized learning based on smart learning environment. By factors analysis, descriptive statistical analysis, average difference test and regression analysis, this paper obtains four factors that affect college students’ personalized learning based on smart learning environment, i.e. learner factor, teacher factor, learning environment factor and learning resource factor, and explores the relationship among these factors through structural equation model. The purpose of this paper is not only to provide a theoretical basis for further study, but also to provide advice and guidance for the effective launching of personalized learning based on smart learning environment, which helps to stimulate college students’ potential and expertise, teach according to each student's individual differences, and promote the educational reform.
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The Implementation of Quiz-Quiz-Trade and Fan-N-Pick Learning Model to Enhance Social Skills and Cognitive Learning Outcome of Social Studies
1. International Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714
www.ijhssi.org ||Volume 6 Issue 6||June. 2017 || PP.81-85
www.ijhssi.org 81 | Page
The Implementation of Quiz-Quiz-Trade and Fan-N-Pick
Learning Model to Enhance Social Skills and Cognitive Learning
Outcome of Social Studies
Nindya Nurdianasari1
, Fattah Hanurawan2
, Budi Eko Soetjipto3
1
Study Program of Basic Education, Graduate Program of Universitas Negeri Malang
2
Faculty of Psychology, Universitas Negeri Malang
3
Faculty of Economics, Universitas Negeri Malang
Abstract: This classroom action research (CAR) aims to describe the implementation of Quiz-Quiz-Trade and
Fan-Pick learning model to enhance social skill and learning outcomes of social studies on 5th
grade students in
SDN Polehan 1 Malang. This research consists of two cycles. The subject of this research is39 students that
consist of 20 males and 19 females. The data collection are observation sheet, test, questionnaire, interview, and
documentation. The result of this research shows that social skills of the students enhance from 75,83% in cycle
I to 80,45% in cycle II. The learning outcomes of the students in social studies also enhances from 31,57% in
pre-cycle to 55,26% in cycle I, then 81,57% in cycle II.
Keywords: Quiz-Quiz-Trade, Fan-N-Pick, Social Skills, Cognitive Learning Outcome
I. INTRODUCTION
Based on observations and interviews result with the 5th
grade classroom teacher of SDN Polehan 1
Malang, it is known that there are many problems which happen in the process of learning social studies in the
class. The findings are: (a) there was only one-sided communication between teacher and students so that the
learning becomes centered to the teacher (teacher center), (b) the students were talking about other topics out of
the material when there were discussion in class and didn’t help their friend to solve the problem that were given
by their teacher, (c) the students are afraid to give their opinions when the teacher asked them, it is because they
worried to answer the wrong ones, and (d) students felt bored and sleepy when the teacher gave the explanation
about social studies materials.
There are many finding problems from the beginning of observations and interview in 5th
grade class. It
shows that the students’ social skills are low. It is because the cooperation between the students is not good
enough, there is no assertion and confidence of them to give their opinions and the students’ empathy is still
low. It is proven by the finding of UTS result of social studies subject. It shows that 31.58% students complete
the learning (above minimum criteria of completeness/ MCC) while 68,42% students haven’t completed the
learning yet (below MCC). MCC (default score) for social science in 5th
grade SDN Polehan 1 Malang is 73.
Social studies is assumed as broad material and tends to be rote. It is because social studies contain may
indicators in competences which have to be achieved. The lack of social skill and cognitive learning outcome of
social studies subjects in 5th
grade students at SDN Polehan 1 Malang according to the data analysis result of
observation, interview, and documentation shows that in the process of social studies learning needs “a
medicine” like innovation in the process of social studies learning so that it will optimal result. The innovation
of learning process can get through the student center, which means by implementation fun learning process
according to constructivism learning theory. It accords to Nurhaniyah et. al (2015) statement which explains that
principles of student center learning have to be noticed. It can develop student’s creativity, charge value, ethics,
aesthetics, logics, kinesthetic, and giving fun learning experience.
One of innovations in fun learning process according to the constructivism theory can be realized by
choosing cooperative learning model in giving the explanation of social studies materials. Cooperative learning
involves student in small groups to achieve the aim of the learning. It supports by the statement of Ragusa
(2013) that student cooperation in small groups in cooperative learning is to achieve the aim of general learning.
Next, Hanurawan&Soetjipto (2009) said that cooperative learning is oriented on student involvement to develop
the cooperative process to achieve the purposes of the learning. Cooperative learning is learning process which
involves small groups to cooperate in maximizing the study (Johnson, 2004). It is related to Heinich, et. al
statement (2002) that cooperative learning is realized in small groups where the students study together to solve
the problems so that they can collaborate and have the ability to socialize.
Cooperative learning has many type of learning model. Researcher chooses to use Quiz-Quiz-Trade and
Fan-N-Pick types. These learning models are chosen because the steps of the learning process are fun, it is fit to
students of elementary school characteristics. They still enjoy learning by playing. Moreover, both learning
2. The Implementation of Quiz-Quiz-Trade and Fan-N-Pick Learning Model to Enhance Social Skills
www.ijhssi.org 82 | Page
models can train the students to develop their five aspects of social skills, they are cooperation, assertion,
responsibility, empathy, and self-control. It is supported by Kagan&Kagan (2009) statement that cooperative
learning can put social skills value. Choosing both learning models is certainly corresponded with the findings
in field. The implementation of both learning models is continuous. Quiz-Quiz-Trade learning model involve
student in a pair. Fan-N-Pick learning model involve student in bigger groups that consists 4-5 students. Both of
these models use questions card. The implementation of learning models Quiz-Quiz-Trade and Fan-N-Pick are
suitable with other previous research. The result of previous research about Quiz-Quiz-Trade and Fan-N-Pick
that was conducted by Torohula (2013) proves that using cooperative learning collaboration of Make a Match
and Quiz-Quiz-Trade can enhance social skills and the result of social studies learning outcomes. Furthermore,
previous research about Fan-N-Pick learning model was conducted by Frianto (2015) proves that the use of
Team Game Tournament and Fan-N-Pick can enhance the motivation and the student learning outcomes.
II. THEORETICAL REVIEW
Social Skills of Elementary Student
Referring to the cognitive development step of Jean Piaget, elementary school student enters concrete
operational stage. It means the mental activity of the student focuses on real objects or events that has ever
experienced (Santrock, 2014). The student has been able to cooperate with his/her friend. It is supported by the
statement from Majid (2014) that social development of elementary school student makes the she/he can
compete with his friends, make friend, share, and independent.
Social development characteristic of elementary school student reflects that social interaction is needed
in daily social activities. Social activity is phenomenon which can help explain to the student toward the change
and direct student behavior and thoughts (Schunk, 2012). Therefore, in daily social activities, student must have
high social skills in both learning and playing. Social skill is behavior which is learned and accepted socially. It
is enable to person for interacting to others and avoid undesirable response (Vaz, 2013). Social skills can be
considered as visible behavior in responding the respond from the environment (Cartledge& Milburn 1980).
Students can learn social skills from people around them. Student can develop his/her social skill from family,
teachers, friends, and his/her environment. It is supported by Susanto’s (2016) opinion that social skill is also
part of social competence that student must has to start and maintain positive social relationship with friends,
teachers, and environment. Gresham, Et al (2011) explained that there are five aspects of social skill: (1)
cooperation, (2) assertion, (3) responsibility, (4) empathy, and (5) self-control.
Learning Outcome of Social Studies in Elementary School
Social studies subject in elementary school is a discipline knowledge which is simple unification of
four branches of social sciences, they are History, Geographic, Sociology and Economic for student to develop
the skill. It aims to adapt him/herself in global society. The materials in social studies in elementary school
involve the usage of four concepts of social science. It is similar to Marlina’s (2016) opinion that teaching social
studies in elementary school, teacher needs to mastery and understand about four branches of social science and
the facts about students’ environment. The success of learning social studies can be checked from the
achievement of learning result. Purwanto (2014) explains that learning result is the changes in students after
receiving learning experiences. It is the same as Rusman (2015), learning outcome is an important role in a
learning process where the students have ability after receiving their learning experiences, including cognitive,
affective and psychomotor. In this research, observed learning outcome is focused on cognitive ones.
Learning Model of Quiz-Quiz-Trade and Fan-N-Pick
Learning model of Quiz-Quiz-Trade and Fan-N-Pick are two learning model types which was created
by Kagan&Kagan. Quiz-Quiz-Trade is a learning model which involve students in pairs, a student gives
question to his/her friend, his/her friend answering and then exchange card to repeat the process with the new
friend. Quiz-Quiz-Trade learning model gives chance to students to study together with their friends in solving
the problem. It is proven by the explanation from Saito (2010) that through Quiz-Quiz-Trade model, students
will easy to remember about materials they have learned, have confidence to talk while during the review
activity and other students support them. Quiz-Quiz-Trade as a cooperative learning model has few steps.
Kagan&Kagan explained that there are steps to do Quiz-Quiz-Trade learning model; (1) teacher let students to
stand up, (2) students raise their hand in pairs, (3) Partner A asks B, (4) Partner B answers, then partner A give
praised or teach, (5) the switch role, (6) partner switches the card say thank you to each other, (7) repeat step 1
to 6 until the time is over. Quiz-Quiz-Trade learning and model has excellences. According to Alfian (2015),
there are (1) train the students to cooperate with their friends, (2) help each other if there is student who haven’t
understood about the material, sharing the happiness and pride if they understand the material, and (3) can
relieve the boring toward the materials. The learning model Fan-N-Pick is a cooperative learning model where
students in one group plays card game to respond to the questions. Each student shifts roles with new questions
3. The Implementation of Quiz-Quiz-Trade and Fan-N-Pick Learning Model to Enhance Social Skills
www.ijhssi.org 83 | Page
(Kagan&Kagan, 2009). Similarly, learning models Quiz-Quiz-Trade, learning model Fan-N-Pick also has
several advantages. According to Hakim (2014), The advantages of model Fan-N-Pick among others, (1)
students can exchange information, (2) building a knowledge and teaching something to others, and (3) the
students get more material from the information that has been obtained from others. Similarly, Quiz-Quiz-
Trade, learning model Fan-N-Pick also have steps in applying them. Simply put, Riyadi, et al. (2016) formulate
the steps of Fan-N-Pick models. The steps model of Fan-N-Pick according to Riyadi (2016), namely: (1) the
student number 1 holding the question cards, (2) the student number 2 took one question cards and read them,
(3) the student number 3 answer the questions, (4) student number 4 gave comments on the answer, and (5)
students took the alternate roles clockwise.
III. METHODS
The subjects of the study are the students of fifth grade of SDN Polehan 1 Malang, which consists of
39 students, consisting of 20 male students and 19 female students. This research uses classroom action research
(CAR) type which is model of Kemmis& Taggart (2014) in the form of cycle. The plot of this CAR model
consists of plan, act and observe, and reflect. At the planning stage, the activities perform are making
arrangements for the learning tools required in the study, including the observation sheet, the interview sheet,
the final cycle test sheet, and the social skills questionnaire. Research action in one cycle consists of four
meeting, namely three learning meetings as well as one meeting for the final cycle test and the completion of
social skills questionnaire. During the implementation of the action, the learning process is observed using
observation sheets based on the observations made by two observers. Reflection is done in conjunction with the
observer to determine whether further action is required or not (n-cycle). Methods of collecting data using
observation, tests, questionnaires, interviews, and documentation. Observation is done by observing the
implementation of teacher and student learning and student skills based on the observation sheet. The end of the
cycle test is used to determine the students ‘cognitive learning outcomes at the end of the cycle, while the
questionnaire is used to measure students' social skills. Interviews were conducted to find out the students'
responses during the learning process. Documentation is done by taking photos during action.
IV. RESULTS AND DISCUSSION
The learning process of model Quiz-Quiz-Trade and Fan-N-Pick in class V SDN Polehan 1 Malang
was implemented through two cycles, namely cycle I and cycle II. Each cycle consists of four meetings, namely
meeting I, II, and III for learning meeting, and meeting IV for end-cycle tests and completion of social skills
questionnaire. The result of the observation by two observers is shown in figure 1.
Figure 1 The percentage of learning implementation in cycle I.
Based on figure 1, data observation result of implementation of learning by teacher in cycle I showed
that the acquisition of 81,40% has increased by 3,85% in cycle II, that is 85,25%. Furthermore, the data on the
results of the learning implementation by students showed that the acquisition of 82,09% experienced an
increase of 3.91% to 86% in cycle II. The result of observation of the implementation of learning by teachers
and students showed that the learning implementation in cycle I has increased in cycle II. The results showed
that the implementation of both models has been done very well. The learning has been centered on the students
by improving the implementation of learning by the students. These results have shown that the learning model
Quiz-Quiz-Trade and Fan-N-Pick is compatible to the elementary school students age where students can learn
while playing. This is in accordance with the opinion of Majid (2014) which states that the social development
of elementary students can be demonstrated with students beginning to compete with peers, able to share, and
become independent. The implementation of learning models Quiz-Quiz-Trade and Fan-N-Pick can improve
students' social skills. The aspects of students 'social skills examined in this research are aspects of students'
social skills according to Gresham, et al. (2011), namely cooperation, assertion, responsibility, empathy, and
self-control. The improvement of students’ social skills from cycle I to cycle II is proven by the observation
result and questionnaire of students' social skill. The results of both can be seen in tables 1and 2.
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Table 1. The Results of Social Skills Observation.
Results Cycle I Cycle II Increase
Total Score 1311,67 1523,67 812
Average Value 79,52 88,24 8,72
Table 2. The Results of Social Skills Questionnaire.
Classical Questionnaire Cycle I Cycle II Increase
Total Score 2304 2495 191
Average Value 75,83% 80,45 4,26%
The observation result of students’ social skills indicates that student average value of student in cycle I
that is 79,52, then experience increase equal to 8,72 so that become equal to 88,24 in cycle II with very good
criteria. The improvement is also proven through the questionnaire of students' social skills which are completed
at the end of each cycle. Result of questionnaire of student social skills indicate that percentage of average value
questionnaires of student social skills fifth grade of SDN Polehan 1 Malang is 75,83% which belongs to "high"
criterion. These results increased by 4.26% to 80.45% with the "high" criteria in cycle II. Based on observation
and questionnaire social skills in the cycle I and II, it can be concluded that the implementation of learning
models Quiz-Quiz-Trade and Fan-N-Pick can enhance students' social skills fifth grade SDN Polehan 1 Malang.
Based on these results, the students' social skills can enhance after implemented learning using learning
model Quiz-Quiz-Trade and Fan-N-Pick. Both models are included in the cooperative learning model in
accordance with the opinion of Kagan&Kagan (2009) that cooperative learning can engraft students' social skills
values. Social skills are part of the social competence that must be possessed by students to start and maintain
positive social relationships with peers, teachers, and the society (Susanto, 2016). The students' social studies
cognitive learning outcomes in this study also increased. Improvement of student learning outcomes of fifth
grade SDN Polehan 1 Malang from pre-cycle to cycle I, then to cycle II can be seen in table 3.
Table 3. The Results of Students' Social Studies Cognitive Learning.
Completeness Pre-Cycle Cycle I Cycle II
Students completeness learning 12 21 31
Classical Completeness 31,58% 55,26% 81,57%
The results of this research showed that the implementation of both the learning models can improve
student learning outcomes. This is proven by the data on pre-cycle, students who complete the study were as
many as 12 students, increased to 21 students in cycle I, and increased in cycle II to 31 students. The percentage
of classical completeness in cognitive learning result of social studies pre-cycle was 31.58%, increased by
23.68% to 55.26% in cycle I. Increase of 26.31% occurred from cycle I to cycle II to be 81.57% in cycle II. In
the pre-cycle to cycle II, experienced an increase of 49.99%. The enhanced student learning outcomes indicated
that the child has a good learning experience from a fun learning process, as stated by Nurhaniyah, et al. (2015)
that providing pleasant learning experience is one of the principles of student centered learning. Learning
outcomes that indicate the completeness of students in classical more than 75% of this indicated that learning
materials of social studies in fifth grade of SDN Polehan 1 Malang can be mastered by most students. This is in
accordance with the opinion of Marlina (2016) that teaching social studies in elementary school requires
mastery and understanding of the four branches of social science and facts residing in society and the
surrounding environment.
V. CONCLUSIONS AND RECOMMENDATION
Based on the data analysis results and discussion, it can be concluded that the implementation of
learning models Quiz-Quiz-Trade and Fan-N-Pick in social studies in the fifth grade of SDN Polehan 1 Malang
performed very well according to the plan of improvement of learning through two cycles, namely cycle I and
II. The implementation of these two learning models can improve the social skills of fifth grade students in SDN
Polehan 1 Malang, as proven by the results of observation and questionnaire of students’ social skills which
showed an increase in the percentage of the average score of students' social skills from cycle I to cycle II. The
application of learning models Quiz-Quiz-Trade and Fan-N-Pick can also enhance the cognitive learning
outcome of fifth grade students SDN Polehan 1 Malang in social studies contents. This is evidenced by the
acquisition of pre-cycle data result until cycle II, the number of students who completed always increased. The
percentage of classical completeness in social studies cognitive learning outcomes from pre-cycle to cycle II is
also increasing.
Based on the conclusions which presented above, several suggestions are proposed. Some suggestions are as
follows.
1. Students should enhance their social skills and cognitive learning outcomes, one of which can be through
teamwork activities.
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2. The fifth-grade teachers should try to apply the learning model Quiz-Quiz-Trade and Fan-N-Pick in the
learning process at schools, especially on social studies subjects.
3. The headmaster should recommend the teachers to try to apply the learning model Quiz-Quiz-Trade and
Fan-N-Pick in the process of learning social studies, as well as on other subjects in order to improve the
quality of learning.
4. This research can be used by other researchers as reference in conducting similar action research in the
future.
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