Efforts to Increase the Activeness of Social Studies Learning in Fourth Grade Through the Short Card Type Active Learning Model

Wike Dewi Nur Afni; Vanda Rezania; Zuyyina Fihayati

doi:10.23887/jjpgsd.v12i2.70494

Authors

Wike Dewi Nur Afni Universitas Muhammadiyah Sidoarjo, Sidoarjo, Indonesia
Vanda Rezania Universitas Muhammadiyah Sidoarjo, Sidoarjo, Indonesia https://orcid.org/0000-0001-8930-4163
Zuyyina Fihayati Universitas Muhammadiyah Sidoarjo, Sidoarjo, Indonesia

DOI:

https://doi.org/10.23887/jjpgsd.v12i2.70494

Keywords:

Active learning Model, Learning Activeness, Social Sciences, Short Card

Abstract

In the learning process in Elementary School, the material delivered by the teacher often makes students play a role as recipients of information only, rather than being actively involved in the thinking process. As a result, students are busier taking notes, listening, or answering teacher questions, with little opportunity to actively collect and understand information. This has an impact on the level of student learning activity which is not optimal. This study was conducted to analyze the influence of the level of participation in active learning using the Active Learning Short Card Type model on elementary school students. This study uses the True Experimental method with a Posttest-Only Control Group research design. The population used in this study were grade VI students using simple random sampling. The data collection technique used was a questionnaire distributed to both classes. The data were analyzed using descriptive data analysis techniques and inferential statistical data analysis. The results of the t-test analysis showed that the significance (2-tailed) was 0.000, which means Ho was rejected and Ha was accepted because the significance result was less than 0.005. It can be concluded that there is an influence between the experimental class that applies the Active Learning Short Card Type learning model and the control class that uses the conventional learning model.

References

Abdullah, R. (2017). Pembelajaran dalam perspektif kreativitas guru dalam pemanfaatan media pembelajaran. Lantanida Journal, 4(1), 35–49. https://doi.org/10.22373/lj.v4i1.1866.

Achdiyat, M., & Lestari, K. D. (2016). Prestasi Belajar Matematika Ditinjau dari Kepercayaan Diri dan Keaktifan Siswa di Kelas. Formatif: Jurnal Ilmiah Pendidikan MIPA, 6(1), 50–61. https://doi.org/10.30998/formatif.v6i1.752.

Agustin, S., Sumardi, & Hamdu, G. (2021). Kajian Tentang Keaktikan Belajar Siswa Dengan Media Teka Teki Silang Pada Pembelajaran IPS SD. Pedadidaktika: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar, 8(1), 166–176. https://doi.org/10.17509/pedadidaktika.v8i1.32917.

Ardykusuma, G. B., & Mahadew, L. P. P. (2020). Model Pembelajaran Problem Solving Berbantuan Penilaian Autentik Terhadap Hasil Belajar. Mimbar PGSD Undiksha, 8(2), 412–420. https://doi.org/10.23887/jjpgsd.v8i3.26192.

Asyafah, A. (2019). Menimbang Model Pembelajaran (Kajian Teoretis-Kritis atas Model Pembelajaran dalam Pendidikan Islam). TARBAWY : Indonesian Journal of Islamic Education, 6(1), 19–32. https://doi.org/10.17509/t.v6i1.20569.

Baharun, H. (2015). Penerapan pembelajaran active learning untuk meningkatkan hasil belajar siswa di madrasah. PEDAGOGIK: Jurnal Pendidikan, 1(1). https://doi.org/10.33650/pjp.v1i1.14.

Betyka, F., Putra, A., & Erita, S. (2019). Pengembangan lembar aktivitas siswa berbasis penemuan terbimbing pada materi segitiga. JURING (Journal for Research in Mathematics Learning), 2(2), 178–189. https://doi.org/10.24014/juring.v2i2.7684.

Brito, S. M. (2019). Active Learning: Beyond the Future. IntechOpen.

Christanty, Z. J., & Cendana, W. (2021). Upaya guru meningkatkan keterlibatan siswa kelas K1 dalam pembelajaran synchronous. COLLASE (Creative of Learning Students Elementary Education), 4(3), 337–347. https://doi.org/10.22460/collase.v4i3.7154.

Dwijayanti, E., & Pathoni, H. (2016). Penerapan Strategi Pembelajaran Aktif Tipe Peer Lessons untuk Meningkatkan Aktivitas dan Hasil Belajar Siswa pada Materi Suhu dan Kalor Kelas XA di SMAN 8 Kota Jambi. Jurnal EduFisika, 01(01), 18–21. Retrieved from https://mail.online-journal.unja.ac.id/EDP/article/view/2959.

Hajjah, M., Munawaroh, F., Wulandari, A. Y. R., & Hidayati, Y. (2022). Implementasi model experiential learning untuk meningkatkan kemampuan berpikir kritis siswa. Natural Science Education Research (NSER), 5(1), 79–88. https://doi.org/10.21107/nser.v5i1.4371.

Handayani, N. P. T. P., & Wiyasa, I. K. N. (2020). Minat Belajar dan Hubungan Sosial Terhadap Kompetensi Pengetahuan IPA. Mimbar PGSD Undikhsa, 8(3), 393–403. https://doi.org/10.23887/jjpgsd.v8i3.25983.

Hasanah & Himami. (2021). Model Pembelajaran Kooperatif dalam Menumbuhkan Keaktifan Belajar Siswa. Irsyaduna: Jurnal Studi Kemahasiswaaan, 1(1), 1–13. https://doi.org/10.54437/irsyaduna.v1i1.236.

Insani, N., Nurhanisa, S., Rudiyanto, M., Anwar, L. P., & Suparmanto, S. (2022). Strategi Pembelajaran Bahasa Arab Dengan Menggunakan Model Active Learning Dengan Metode Card Short Di Semester Tiga Program Pendidikan Bahasa Arab Fakultas Tarbiyah Dan Keguruan Universitas Islam Negeri (UIN) Mataram. Al Akhbār: Jurnal Pendidikan Bahasa Arab, 2(2), 118–124. Retrieved from https://ojs.attanwir.ac.id/index.php/jpba/article/view/279.

Maimunah, M. (2016). Metode Penggunaan Media Pembelajaran. Al-Afkar: Manajemen Pendidikan Islam, 5(1). https://doi.org/10.28944/afkar.v5i1.107.

Maradona. (2016). Faktor-faktor yang mempengaruhi keaktifan belajar siswa kelas IV B SD. Jurnal Pendidikan Guru Sekolah Dasar, 17, 621. Retrieved from https://journal.student.uny.ac.id/pgsd/article/view/2115.

Noor, A. F., & Wangid, M. N. (2019). Interaksi Energetik Guru dan Siswa pada Pembelajaran Abad 21: Energetic Interaction of Teachers and Students on 21st Century Learning. Anterior Jurnal, 18(2), 107–112. https://doi.org/10.33084/anterior.v18i2.456.

Octavia, S. A. (2020). Model-Model Pembelajaran. Deepublish.

Payon, F., Andrian, D., & Mardikarini, S. (2021). Faktor yang Mempengaruhi Keaktifan Belajar Peserta Didik Kelas III SD. Jurnal Ilmiah KONTEKSTUAL, 2(02), 53–60. https://doi.org/10.46772/kontekstual.v2i02.397.

Peranginangin, A., Barus, H., & Rafeli Gulo, R. (2020). Perbedaan hasil belajar siswa yang di ajar dengan model Pembelajaran elaborasi dengan model pembelajaran konvensional. Jurnal Penelitian Fisikawan, 3(1), 43–50. Retrieved from https://jurnal.darmaagung.ac.id/index.php/jurnalpenelitianfisikawan/article/view/452.

Prasetyo, A. D., & Abduh, M. (2021). Peningkatan Keaktifan Belajar Siswa Melalui Model Discovery Learning Di Sekolah Dasar. Jurnal Basicedu, 5(4), 1717–1724. https://doi.org/https://doi.org/10.31004/basicedu.v5i4.991.

Pratama, B. I., Rukoyah, S., Dewi, I. N. J., Mulyaningtyas, I., & Wijayama, B. (2023). Belajar Anti Boring Inovasi Pembelajaran Efektif. Cahya Ghani Recovery.

Puspitarini, N. W. F., Mustadi, A., & Soeharto. (2019). Active Learning : Type of Card Sort to Enhance Students Achievement. ICSMC 2018, 323(ICoSSCE 2018), 280–285. https://doi.org/10.2991/icossce-icsmc-18.2019.51.

Pylvas, susanna hartikainen heta rintala laura, & Nokelainen, D. petri. (2019). The concept of active learning and the measurement of learning outcomes: A review of research in engineering higher education. Education Sciences, 9(4), 9–12. https://doi.org/10.3390/educsci9040276.

Rahayu, S., & Vidya, A. (2022). Desain Pembelajaran Aktif (Active Learning). Ananta Vidya.

Roberts, D. (2019). Higher education lectures: From passive to active learning via imagery? Active Learning in Higher Education, 20(1), 63–77. https://doi.org/10.1177/1469787417731198.

Romanowski, A., Allen, P., & Martin, A. (2021). Educational Revolution: Integrating Concept-Based Curriculum and Active Learning for Mental Health Nursing Students. Journal of the American Psychiatric Nurses Association, 27(1), 83–87. https://doi.org/10.1177/1078390319890031.

Sakdiyah, S. H., & Sari, Y. I. (2016). Penerapan Model Pembelajaran Card Sort Untuk Meningkatkan Keaktifan Siswa Kelas V Se-Gugus Kebonsari Kecamatan Sukun Kota Malang. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 2004–2009. https://doi.org/10.17977/jp.v1i10.7414.

Sandria, A., Asy’ari, H., Fatimah, F. S., & Hasanah, M. (2022). Pembentukan Karakter Religius Melalui Pembelajaran Berpusat pada Siswa Madrasah Aliyah Negeri. At-Tadzkir: Islamic Education Journal, 1(1), 63–75. https://doi.org/10.59373/attadzkir.v1i1.9.

Sinar. (2018). Metode Active Learning - Upaya Peningkatan Keaktifan dan Hasil Belajar Siswa. Deepublish.

Sinha, S., Ebrahimi, S., & Darrell, T. (2019). Variational adversarial active learning. Proceedings of the IEEE International Conference on Computer Vision, 2019-October, 5971–5980. https://doi.org/10.1109/ICCV.2019.00607.

Smith, K., & Horvath, P. (2014). Active learning strategies for phenotypic profiling of high-content screens. Journal of Biomolecular Screening, 19(5), 685–695. https://doi.org/10.1177/1087057114527313.

Sugiyono. (2015). Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta.

Suparman, Nurjan, S., & Syam, A. R. (2021). Peningkatan Keaktifan Dan Hasil Belajar Mata Pelajaran PAI Dengan Penerapan Metode Card Sort Di SDN 2 Sanan Wonogiri. Kajian Islam Al Kamal, 1(1), 43–63. Retrieved from https://ejournal.staika.ac.id/index.php/alkamal/article/view/4.

Suranti, S. (2016). Penerapan Active Learning Tipe Card Sort Untuk Meningkatkan MInat Belajar PKN IV SDN 2 Kalipetir. Basic Education, 5(21). Retrieved from https://journal.student.uny.ac.id/pgsd/article/view/2618.

Ting, F. S. T., Shroff, R. H., Lam, W. H., Garcia, R. C. C., Chan, C. L., Tsang, W. K., & Ezeamuzie, N. O. (2023). A Meta-analysis of Studies on the Effects of Active Learning on Asian Students’ Performance in Science, Technology, Engineering and Mathematics (STEM) Subjects. Asia-Pacific Education Researcher, 32(3), 379–400. https://doi.org/10.1007/s40299-022-00661-6.

Zaman, B. (2020). Penerapan Active Learning Dalam Pembelajaran Pai. Jurnal As-Salam, 4(1), 13–27. https://doi.org/10.37249/as-salam.v4i1.148.