EFFECTIVE LEARNING MODELS TO IMPROVE SCIENCE
LEARNING OUTCOMES IN ELEMENTARY SCHOOLS
Ayuni Rosdiana, Muhammad Torik
Elementary School Teacher Education, STKIP Singkawang
ABSTRACT
learning model is a way or learning style to achieve certain goals in a learning. This study aims to
determine the learning outcomes of science with an effective learning model in elementary schools.
This study uses a quantitative approach. The data technique used is a non-test (Document) type of
analysis. Data collection is done through the collection of articles on Google Scholar sourced from
books and journals. Judging from the data that has been collected, this study shows the results that the
learning model that affects science learning outcomes is
Keywords: Learning Models, Learning Outcomes,
PRELIMINARY
Education is very important as the key to the formation of a nation and state. One of the factors for the success
of education, namely the achievement of national education goals is very dependent on the learning process
created by the classroom teacher in the classroom. In addition to the teacher's role in the learning process in the
classroom, students also play an active role in the implementation of learning
Natural Science is a subject in elementary school with the aim that students have knowledge, ideas and concepts
about the natural surroundings, which are obtained from a series of scientific activities including investigation,
preparation and presenting an idea. The process of science learning activities must emphasize direct knowledge
by students in developing competencies to explore and understand the natural surroundings, with that they
discover for themselves the concept of the subject matter they are studying. In addition, science learning is
expected to provide direct knowledge so that it can help students gain a deeper understanding of the natural
surroundings.
Science as a process or way of finding solutions to problems or understanding phenomena (events) in nature.
Questions or cases related to phenomena and experiences experienced by students which make learning more
meaningful, thereby influencing students to carry out scientific activities. The scientific method developed for
elementary schools is carried out in stages, with the hope that in the end a more complete integration will be
formed for students to carry out simple research.
The learning model is a framework as a guide based on theories and research consisting of rational,
systematically carried out by teachers and students, in supporting the learning process and evaluating student
learning. The learning model is a conceptual framework that is used as a guide in carrying out learning that is
structured to achieve learning objectives regarding syntax, social systems, reaction principles and support
systems (Joice & Wells).
Meanwhile, according to Arends in Trianto, states that "the learning model is a planning process or a pattern that
is used as a guide in the learning planning process in class".
RESEARCH METHODS
This research was conducted to find out the results of science learning with an effective learning model in
elementary schools. Data collection techniques according to (Sugiyono, 2010: 308) are the most important steps
, in research, because to obtain data that meets predetermined criteria or to obtain data in a study. The data
analysis technique used is a non-test (document) analysis technique. Data collection was carried out by
searching for articles on Google Scholar using the keywords “Science Learning Models in Elementary Schools”,
“Effectiveness of Learning Models in Elementary Schools”, and “Science Learning Outcomes in Elementary
Schools”. From the search results for articles on Google Scholar, several concrete articles were obtained from
various journals. The data is in the form of 10 articles that have been obtained, then analyzed to find out the
results of learning science with an effective learning model in elementary schools.
RESULTS AND DISCUSSION
1. Description of the Learning Process
The research was conducted once a week, each meeting 3 x 35 minutes. In class VA as the experimental class it
takes place on Monday 07.50-09.35 WIB, while in class VB as the control class on Monday 09.50-
11.35 WIB. The material taught is about the process of photosynthesis. Learning in class 5 A is carried out using
a combination of NHT and STAD cooperative learning, while in class 5 B it is common as usual. In carrying out
research, the teacher acts as a teacher and the researcher acts as an observer.
a. Science Learning in Experimental Class
In learning in class 5 A, at first the teacher motivates students to be actively involved in the learning process.
For this reason, what the teacher did was to open the learning activities with some interesting and fun games for
students, such as clapping, singing, and guessing questions related to the material for the process of
photosynthesis, for example; "What would happen if there were no green plants on earth"? Then several
students enthusiastically expressed their answers.
To increase students' initial knowledge about the material to be studied, the teacher conveys the Competency
Standards, Basic Competencies, and learning objectives of the photosynthesis process material as stated in the
curriculum and syllabus for class V science learning. After they are satisfied, the teacher asks students to sit in
groups. The teacher directs the division of groups, for example based on academic abilities and gender. The
groups formed were 8 groups, with members of 6 groups of 4 people and 2 groups of 5 people. Each group
member is assigned a number and pinned above his head. After dividing into groups, the teacher distributes
pretest questions to students with the aim of seeing the average before being given treatment by learning using a
combination of NHT and STAD.
The pretest was completed, then to provide an understanding of the concept (scientific knowledge) related to the
photosynthesis process material. In helping convey this material, the teacher displays a power point on the
blackboard screen. The presentation is also accompanied by a video showing how photosynthesis occurs,
starting from the roots, chemical processes occurring in the leaves with the help of sunlight and CO2 gas, to the
formation of organic matter (glucose) and inorganic substances (oxygen) which are needed by other living
things to survive. live life.
When explaining the material, the teacher conveys what scientific process skills and scientific attitudes are
expected to be mastered by students through future experiments. Before the experiment is carried out, the
teacher prepares the necessary props/media such as water, soil, plants which have complete body parts (roots,
stems, branches, leaves, fruit, flowers, and seeds), and a flashlight as an illustration of sunlight. In this case, the
illustration of the existence of CO2 is not demonstrated, because it is difficult to make the props because the
shape is a gas object.
To support this experimental activity, the teacher distributed worksheets containing experimental instructions
and several questions that students had to answer through their experimental activities. The teacher asks students
to do it by discussing with their groups (teamwork). During this process, the researcher observed, the teacher
LEARNING OUTCOMES IN ELEMENTARY SCHOOLS
Ayuni Rosdiana, Muhammad Torik
Elementary School Teacher Education, STKIP Singkawang
ABSTRACT
learning model is a way or learning style to achieve certain goals in a learning. This study aims to
determine the learning outcomes of science with an effective learning model in elementary schools.
This study uses a quantitative approach. The data technique used is a non-test (Document) type of
analysis. Data collection is done through the collection of articles on Google Scholar sourced from
books and journals. Judging from the data that has been collected, this study shows the results that the
learning model that affects science learning outcomes is
Keywords: Learning Models, Learning Outcomes,
PRELIMINARY
Education is very important as the key to the formation of a nation and state. One of the factors for the success
of education, namely the achievement of national education goals is very dependent on the learning process
created by the classroom teacher in the classroom. In addition to the teacher's role in the learning process in the
classroom, students also play an active role in the implementation of learning
Natural Science is a subject in elementary school with the aim that students have knowledge, ideas and concepts
about the natural surroundings, which are obtained from a series of scientific activities including investigation,
preparation and presenting an idea. The process of science learning activities must emphasize direct knowledge
by students in developing competencies to explore and understand the natural surroundings, with that they
discover for themselves the concept of the subject matter they are studying. In addition, science learning is
expected to provide direct knowledge so that it can help students gain a deeper understanding of the natural
surroundings.
Science as a process or way of finding solutions to problems or understanding phenomena (events) in nature.
Questions or cases related to phenomena and experiences experienced by students which make learning more
meaningful, thereby influencing students to carry out scientific activities. The scientific method developed for
elementary schools is carried out in stages, with the hope that in the end a more complete integration will be
formed for students to carry out simple research.
The learning model is a framework as a guide based on theories and research consisting of rational,
systematically carried out by teachers and students, in supporting the learning process and evaluating student
learning. The learning model is a conceptual framework that is used as a guide in carrying out learning that is
structured to achieve learning objectives regarding syntax, social systems, reaction principles and support
systems (Joice & Wells).
Meanwhile, according to Arends in Trianto, states that "the learning model is a planning process or a pattern that
is used as a guide in the learning planning process in class".
RESEARCH METHODS
This research was conducted to find out the results of science learning with an effective learning model in
elementary schools. Data collection techniques according to (Sugiyono, 2010: 308) are the most important steps
, in research, because to obtain data that meets predetermined criteria or to obtain data in a study. The data
analysis technique used is a non-test (document) analysis technique. Data collection was carried out by
searching for articles on Google Scholar using the keywords “Science Learning Models in Elementary Schools”,
“Effectiveness of Learning Models in Elementary Schools”, and “Science Learning Outcomes in Elementary
Schools”. From the search results for articles on Google Scholar, several concrete articles were obtained from
various journals. The data is in the form of 10 articles that have been obtained, then analyzed to find out the
results of learning science with an effective learning model in elementary schools.
RESULTS AND DISCUSSION
1. Description of the Learning Process
The research was conducted once a week, each meeting 3 x 35 minutes. In class VA as the experimental class it
takes place on Monday 07.50-09.35 WIB, while in class VB as the control class on Monday 09.50-
11.35 WIB. The material taught is about the process of photosynthesis. Learning in class 5 A is carried out using
a combination of NHT and STAD cooperative learning, while in class 5 B it is common as usual. In carrying out
research, the teacher acts as a teacher and the researcher acts as an observer.
a. Science Learning in Experimental Class
In learning in class 5 A, at first the teacher motivates students to be actively involved in the learning process.
For this reason, what the teacher did was to open the learning activities with some interesting and fun games for
students, such as clapping, singing, and guessing questions related to the material for the process of
photosynthesis, for example; "What would happen if there were no green plants on earth"? Then several
students enthusiastically expressed their answers.
To increase students' initial knowledge about the material to be studied, the teacher conveys the Competency
Standards, Basic Competencies, and learning objectives of the photosynthesis process material as stated in the
curriculum and syllabus for class V science learning. After they are satisfied, the teacher asks students to sit in
groups. The teacher directs the division of groups, for example based on academic abilities and gender. The
groups formed were 8 groups, with members of 6 groups of 4 people and 2 groups of 5 people. Each group
member is assigned a number and pinned above his head. After dividing into groups, the teacher distributes
pretest questions to students with the aim of seeing the average before being given treatment by learning using a
combination of NHT and STAD.
The pretest was completed, then to provide an understanding of the concept (scientific knowledge) related to the
photosynthesis process material. In helping convey this material, the teacher displays a power point on the
blackboard screen. The presentation is also accompanied by a video showing how photosynthesis occurs,
starting from the roots, chemical processes occurring in the leaves with the help of sunlight and CO2 gas, to the
formation of organic matter (glucose) and inorganic substances (oxygen) which are needed by other living
things to survive. live life.
When explaining the material, the teacher conveys what scientific process skills and scientific attitudes are
expected to be mastered by students through future experiments. Before the experiment is carried out, the
teacher prepares the necessary props/media such as water, soil, plants which have complete body parts (roots,
stems, branches, leaves, fruit, flowers, and seeds), and a flashlight as an illustration of sunlight. In this case, the
illustration of the existence of CO2 is not demonstrated, because it is difficult to make the props because the
shape is a gas object.
To support this experimental activity, the teacher distributed worksheets containing experimental instructions
and several questions that students had to answer through their experimental activities. The teacher asks students
to do it by discussing with their groups (teamwork). During this process, the researcher observed, the teacher
