P-ISSN: 2827-9832
E-ISSN: 2828-335x
http://ijsr.internationaljournallabs.com/index.php/ijsr
343
EFFORTS TO IMPROVE LEARNING ACHIEVEMENT THEME 3
OBJECTS AROUND ME SUBTHEME 1 MORNING ACTIVITIES BY
APPLYING SIMULATION LEARNING METHODS TO STUDENTS OF
GRADE I MIN 3 JAKARTA ACADEMIC YEAR 2019/2020
Yuliatin
Madrasah Ibtidaiyah Negeri 3 Jakarta
yuliatin0274@gmail.com
ABSTRACT
This research is based on the following problems: (a) Does Simulation learning affect Thematic learning
achievement in grade I students? (b) How high is the level of mastery of Thematic subject matter with the
application of simulation learning methods to grade I, students? The objectives of this study are: (a) To
reveal the effect of Simulation learning on Thematic learning achievement in grade I students. (b) Want to
know how far the understanding and mastery of Thematic subjects after the application of Simulation
learning to grade I, students. This study used three rounds of action research. Each round consists of four
stages, namely: design, activity and observation, reflection, and revision. The target of this study was Grade
I students. The data obtained are in the form of formative test results and observation sheets for teaching and
learning activities. From the results of the analysts, it was found that student learning achievement increased
from cycle I to cycle III, namely, cycle I (60%,), cycle II (78%), and cycle III (100%). The conclusion of
this study is that Simulation can have a positive effect on the learning motivation of Grade I students, and
this learning model can be used as an alternative to Thematic learning.
Keywords: thematic, simulated, 3 objects
This article is licensed under CC BY-SA 4.0
INTRODUCTION
Education is able to develop children towards maturity. Because education itself is a
deliberate effort of adults (parents or people who on the basis of their duties and grievances
have an obligation to educate, such as teachers, kyai, and pastors in the religious sphere and
others) with the influence of increasing the child towards maturity which is always interpreted
as being able to cause moral responsibility from the child's actions (Umro, 2020).
Through education, humans can also learn through experience and practice to develop
themselves into increasingly mature beings, both cognitively, affectively, and psychomotor, as
stated by Chaplin in the dictionary of psychology. Learning is a relatively sedentary change in
behavior as a result of practice and experience (Solle, n.d.).
As happened in MIN 3 Jakarta, it was found that many students did not understand the
material in teaching and learning activities. Students do not understand in detail when the
teacher only explains without any real media or learning model. This situation is exacerbated
when students only get input from within the classroom. There is no effort to repeat lessons at
home, such as doing LKS or other soa-soal exercises.
To achieve this goal, teachers also need to understand the background that affects
student learning so that teachers can provide appropriate motivation to students. If motivation
can be generated in the teaching and learning process, then learning outcomes will be optimal,
the more appropriate the motivation given, the higher the success of learning, motivation
Efforts to Improve Learning Achievement Theme 3 Objects Around Me Subtheme 1 Morning Activities by
Applying Simulation Learning Methods to Students of Grade I Min 3 Jakarta Academic Year 2019/2020
344 2, 2., Januari 2023
always determines the intensity of student learning efforts, in connection with this, motivation
is very important in learning.
METHOD
This research is action research because the research is carried out to solve learning
problems in the classroom (Wibawa, 2003). This research also includes descriptive research,
because it describes how a learning technique is applied and how the desired results can be
achieved (Khotimah et al., 2020).
According to (Sulastiyo, 2019), there are 4 kinds of action research, namely: (1) teacher
action research as a researcher, (2) collaborative action research, (3) integrated simultaneous
action research, and (4) experimental social action research.
The four forms of action research above, there are similarities and differences.
According to Oja and Smulyan, as cited by Kasbolah, (2000) (in Sukidin, et al. 2002:55), the
characteristics of each study depend on (1) its main purpose or its pressure, (2) the level of
Questioning and Answering between researchers and researchers from outside, (3) the process
used in conducting research, and (4) the relationship between the project and the school.
This study uses the form of the teacher as a researcher, where the teacher plays a very
important role in the process of classroom action research. In this form, the main purpose of
classroom action research is to improve classroom learning practices. In this activity, the
teacher is fully directly involved in the process of planning, action, observation, and reflection.
The presence of other parties in this study has a non-dominant role and is very small.
This research refers to the continuous improvement of learning. Kemmis and Taggart
(1988:14) state that the action research model is spiral-shaped. The stages of action research in
a cycle include planning or implementing observations and reflections. This cycle continues
and will be stopped if it suits your needs and feels that it is enough (Widayati, 2008).
The data collection tool in this study is a teacher-made test whose functions are: (1) to
determine how well students have mastered the lesson material given in a certain time, (2) to
determine whether a goal has been achieved, and (3) to obtain a score (Arikunto, 2006). While
the purpose of the test is to find out the completeness of students' learning individually and
classically.
RESULTS AND DISCUSSION
The research data obtained are in the form of trial results of question items, observation
data in the form of observations on the management of Simulation Learning and observation
of student and teacher activities at the end of learning, and student formative test data in each
cycle.
The test result data of the question item items is used to get a test that really represents
what is desired. These data are then analyzed for the level of validity, reliability, degree of
difficulty, and differentiating power.
The observation sheet data is taken from two observations, namely observation data on
the management of Simulation Learning which is used to determine the influence of the
application of the Simulation Learning model in improving student learning achievement and
data on observation of student and teacher activities.
Efforts to Improve Learning Achievement Theme 3 Objects Around Me Subtheme 1 Morning
Activities by Applying Simulation Learning Methods to Students of Grade I Min 3 Jakarta
Academic Year 2019/2020
345 2, 2., Januari 2023
Formative test data to determine the improvement in student learning achievement after
applying Simulation Learning
A. Problem Item Analysis
Before carrying out data collection through research instruments in the form of tests
and getting a good test, the test data is tested and analyzed. Trials were conducted on students
outside the research targets. Analysis of the tests performed include:
1. Validity
The validity of the question items is intended to determine the feasibility of the test so
that it can be used as an instrument in this study. From the calculation of 46 questions, 16
invalid questions and 30 valid questions were obtained. The results of the validity of the
questions are summarized in the table below.
Table 4.1. Valid and Invalid Questions Student Formative Test
Valid Questions
Invalid Problem
1, 2, 3, 4, 7, 9, 10, 11, 12, 13, 14, 17, 19, 21, 23, 25,
26, 27, 28, 29, 30, 36, 37, 38, 39, 41, 42, 43, 44, 45
5, 6, 8, 15, 16, 18, 20, 22, 24, 31,
32, 33, 34, 35, 40, 46
2. Reliability
Questions that have met the validity requirements are tested for reliability. From the
results of the calculations obtained the coefficient of reliability r
11
of 0.554. This price is greater
than the price of r product moment. For the number of students (N = 28) with r (95%) = 0.374.
Thus the test questions used have met the reliability requirements.
3. Level of Distress (P)
The difficulty level is used to determine the difficulty level of the question. The results
of the analysis showed that of the 46 questions tested, there were:
- 20 easy questions
- 15 medium questions
- 11 difficult questions
4. Differentiating Power
A differentiating power analysis is carried out to determine the ability of the question
to distinguish high-ability students from low-ability students.
From the results of the differentiating power analysis, 16 questions were obtained, with
enough 20 questions, and 10 questions with good questions. Thus, the test questions used have
met the requirements of validity, reliability, level of difficulty, and differentiating power.
B. Analysis of Cycle Research Data
1. Cycle I
a. Planning Phase
At this stage, the researcher prepares a learning tool consisting of lesson plan 1,
formative test questions 1, and supporting teaching tools.
b. Activity and Implementation Phase
The implementation of teaching and learning activities for the first cycle was carried
out on September 7, 2019, in Class I with a total of 28 students. In this case the researcher acts
as a teacher. The teaching and learning process refers to the lesson plan that has been prepared.
Efforts to Improve Learning Achievement Theme 3 Objects Around Me Subtheme 1 Morning Activities by
Applying Simulation Learning Methods to Students of Grade I Min 3 Jakarta Academic Year 2019/2020
346 2, 2., Januari 2023
Observation (observation) is carried out in conjunction with the implementation of teaching
and learning
At the end of the teaching and learning process, students are given a formative test I
with the aim of knowing the level of student success in the teaching and learning process that
has been carried out. The data from the research results in the first cycle are as follows:
Table 4.1 Management of Learning in Cycle I
No
Observed aspects
Valuation
Aver
age
P1
P2
I
KBM observations
A. Introduction
1. Motivate students
2. Delivering learning objectives
3. Connect with previous lessons
4. Organize students in study groups
2
3
2
2
2
2
2
2
2
2
3
2
B. Core activities
1. Presenting the steps of the cooperative learning
method
2. Guiding students to do activities
3. Practicing cooperative skills
4. Keep an eye on each group in turns
5. Providing assistance to groups experiencing
difficulties
3
3
3
3
3
3
3
3
3
3
3
3
C. Cover
1. Guiding students to make summaries
2. Provide evaluation
3
3
3
3
3
3
II
Time Management
2
2
2
III
Class Enthusiasm
1. Enthusiastic students
2. Anti-semitic teacher
2
3
2
3
2
3
Sum
33
32
33
Description: Value: Criteria
1) : Bad
2) : Not Good
3) : Good Enough
4) : Good
Based on the table above, the aspects that get the criteria are not good at motivating
students, conveying learning goals, managing time, and enthusiastic students. The four aspects
that received poor scores above, are a weakness that occurs in cycle I and will be used as study
material for reflection and revision that will be carried out in cycle II.
Efforts to Improve Learning Achievement Theme 3 Objects Around Me Subtheme 1 Morning
Activities by Applying Simulation Learning Methods to Students of Grade I Min 3 Jakarta
Academic Year 2019/2020
347 2, 2., Januari 2023
Table 4.2. Formative Test Scores On Cycle I
No
Name
Student
Civics
BI
SBDP
PJOK
Mat
Average2
Information
T
TT
1.
Aisyah Azzahra
Janagasi
80
90
86
80
77
83
√
2.
Akhtar Faris
Arviyanto
80
90
86
80
77
83
√
3.
Al Mia Khalisa
Az Zahra
63
73
69
63
60
66
√
4.
Althaf Athariz
Calief
60
70
66
60
57
63
√
5.
Alycia Larassati
85
95
91
85
82
88
√
6.
Amira Diva
Nirvana P
90
10
0
96
90
87
93
√
7.
Arjuna Satria H
60
70
66
60
57
63
√
8.
Aulia Zahirsyah
Oktaviani
73
83
79
73
70
76
√
9.
Azka Naufal
Athabarani
80
90
86
80
77
83
√
10.
Bellvania Asyali
60
70
66
60
57
63
√
11.
Dzakwan Mu'afa
80
90
86
80
77
83
√
12.
Fa'iq Akbar
Suwardoyo
85
95
91
85
82
88
√
13.
Fakhri Khairul
Muzakki
83
93
89
83
80
86
√
14.
Felicia Zahrani
84
94
90
84
81
87
√
15.
Ghina Octaviana
79
89
85
79
76
82
√
16.
Hafiizh Badii
Algibran
60
70
66
60
57
63
√
17.
Hannah Princess
Qonita
60
70
66
60
57
63
√
18.
Kalisya Hiltania
Kahla
63
73
69
63
60
66
√
19.
Kania Azka
Princess Saleh
79
89
85
79
76
82
√
20.
Kayika Zefanya
Qoratuain
73
83
79
73
70
76
√
21.
Kefin Radhika
Fajrial
85
95
91
85
82
88
√
22.
Khaerunnisa
Kurniyani
60
70
66
60
57
63
√
23.
Khayla Rahayu
Duanti
73
83
79
73
70
76
√
24.
Maher Wirasena
Alracensya
79
89
85
79
76
82
√
Efforts to Improve Learning Achievement Theme 3 Objects Around Me Subtheme 1 Morning Activities by
Applying Simulation Learning Methods to Students of Grade I Min 3 Jakarta Academic Year 2019/2020
348 2, 2., Januari 2023
No
Name
Student
Civics
BI
SBDP
PJOK
Mat
Average2
Information
T
TT
25.
Muhammad
Alfachri Fahreza
60
70
66
60
57
63
√
26.
Muhammad
Fardhan Pratama
73
83
79
73
70
76
√
27.
Muwahid
Awliya
60
70
66
60
57
63
√
28.
Nabilah
Khairunnisa
60
70
66
60
57
63
√
Sum
2111
17
11
Ideal Maximum Score Count 2800
Total Score Reached 2111
The average score reached 75
Information:
Q: Complete
TT: Incomplete
Number of completed students: 17
Number of students who have not been completed: 11
Classical: Incomplete
Table 4.3. Recapitulation of Student Formative Test Results In Cycle I
No
Description
Cycle I Results
1
2
3
The average score of the formative test
Number of students who have completed
their studies
Percentage of learning completion
75
17
60
From the table above, it can be explained that by applying Simulation Learning, the
average score of student learning achievement is 75 and the completion of learning reaches
60% or there are 17 students out of 28 students who have completed learning. These results
show that in the first cycle, classically students have not completed learning, because students
who get a score of ≥ 65 are only 60% less than the desired percentage of completion of 85%.
This is because students are new and unfamiliar with new methods applied in the teaching and
learning process.
c. Reflection
In the implementation of teaching and learning activities, information is obtained from
the results of observations as follows:
1) Teachers are not good at motivating students and at delivering learning
objectives
2) Teachers are not good at managing time
3) Students are less enthusiastic during learning.
d. Fisi
The implementation of teaching and learning activities in the first cycle still has
shortcomings, so there is a need for referencing to be carried out in the next cycle.
Efforts to Improve Learning Achievement Theme 3 Objects Around Me Subtheme 1 Morning
Activities by Applying Simulation Learning Methods to Students of Grade I Min 3 Jakarta
Academic Year 2019/2020
349 2, 2., Januari 2023
1) Teachers need to be more skilled in motivating students and clearer in
delivering learning objectives. Where students are invited to be directly
involved in every activity that will be carried out.
2) Teachers need to distribute time well by adding information they feel is
necessary and giving notes
3) Teachers must be more skilled and passionate in motivating students so that
students can be more enthusiastic.
2. Cycle II
a. Planning stage
At this stage, the researcher prepares a learning tool consisting of lesson plan 2,
formative test questions II and supporting teaching tools.
b. Stage of activity and implementation
The implementation of teaching and learning activities for cycle II was carried out on
September 14, 2019, in Class I with a total of 17 students. In this case the researcher acts as a
teacher. The teaching and learning process refers to the lesson plan by paying attention to the
revisions in cycle I, so that errors or shortcomings in cycle I are not repeated in cycle II.
Observation (observation) is carried out in conjunction with the implementation of teaching
and learning.
At the end of the teaching and learning process, students are given a formative test II
with the aim of knowing the level of student success in the teaching and learning process that
has been carried out. The instrument used is the formative test II. The data from the research
results in cycle II are as follows.
Table 4.4. Learning Management in Cycle II
No
Observed aspects
Valuation
Average
P1
P2
I
KBM observations
A. Introduction
1. Motivate students
2. Delivering learning
objectives
3. Connect with previous
lessons
4. Organize students in
study groups
3
3
4
3
3
3
4
3
3
4
3
3
3
3
4
B. Core activities
1. Presenting the steps of the
cooperative learning method
2. Guiding students to do
activities
C. Practicing cooperative
skills
D. Keep an eye on each
group in turns
E. Providing assistance to
groups experiencing difficulties
3
4
4
4
3
4
4
4
4
3
3
4
4
4
3
Efforts to Improve Learning Achievement Theme 3 Objects Around Me Subtheme 1 Morning Activities by
Applying Simulation Learning Methods to Students of Grade I Min 3 Jakarta Academic Year 2019/2020
350 2, 2., Januari 2023
i.Cover
1. Guiding students to
make summaries
2. Provide evaluation
3
4
4
4
3
4
II
Time Management
3
3
3
III
Class Enthusiasm
1. Enthusiastic students
2. Anti-semitic teacher
4
4
3
4
3
4
Sum
52
54
51
Description: Value: Criteria
1. : Bad
2. : Not Good
3. : Good Enough
4. : Good
From the table above, without the aspects observed in teaching and learning activities
(cycle II) carried out by teachers by applying the fun learning method, they get a fairly good
assessment from the observer. This means that from all assessments there is no undervalue.
However, the assessment is not yet an optimal result, and hat there are several aspects that need
attention for the improvement of the application of subsequent learning. These aspects are
motivating students, guiding students to formulate conclusions/find concepts, and time
management.
With the improvement of aspects I of the nature of the application of the Muhadasah
learning method, it is hoped that students can conclude what they have learned and express
their opinions so that they will better understand what they have done.
Table 4.4. Formative Test Scores In Cycle II
No
Name
Student
Civics
BI
SBDP
PJOK
Mat
Average2
Information
T
TT
1.
Aisyah
Azzahra
Janagasi
86
96
92
87
83
89
√
2.
Akhtar Faris
Arviyanto
88
98
94
85
85
91
√
3.
Al Mia
Khalisa Az
Zahra
78
88
84
87
75
81
√
4.
Althaf
Athariz Calief
76
86
82
90
73
79
√
5.
Alycia
Larassati
85
95
91
82
82
88
√
6.
Amira Diva
Nirvana P
90
100
96
89
87
93
√
7.
Arjuna Satria
H
73
83
79
73
70
76
√
Efforts to Improve Learning Achievement Theme 3 Objects Around Me Subtheme 1 Morning
Activities by Applying Simulation Learning Methods to Students of Grade I Min 3 Jakarta
Academic Year 2019/2020
351 2, 2., Januari 2023
No
Name
Student
Civics
BI
SBDP
PJOK
Mat
Average2
Information
T
TT
8.
Aulia
Zahirsyah
Oktaviani
73
83
79
70
70
76
√
9.
Azka Naufal
Athabarani
80
90
86
89
77
83
√
10.
Bellvania
Asyali
62
72
68
62
59
65
√
11.
Dzakwan
Mu'afa
85
95
91
85
82
88
√
12.
Fa'iq Akbar
Suwardoyo
85
95
91
85
82
88
√
13.
Fakhri
Khairul
Muzakki
83
93
89
83
80
86
√
14.
Felicia
Zahrani
80
90
86
77
77
83
√
15.
Ghina
Octaviana
88
98
94
87
85
91
√
16.
Hafiizh Badii
Algibran
60
70
66
60
57
63
√
17.
Hannah
Princess
Qonita
60
70
66
60
57
63
√
18.
Kalisya
Hiltania
Kahla
63
73
69
63
60
66
√
19.
Kania Azka
Princess
Saleh
88
98
94
87
85
91
√
20.
Kayika
Zefanya
Qoratuain
80
90
86
77
77
83
√
21.
Kefin
Radhika
Fajrial
88
98
94
87
85
91
√
22.
Khaerunnisa
Kurniyani
60
70
66
60
57
63
√
23.
Khayla
Rahayu
Duanti
80
90
86
77
77
83
√
24.
Maher
Wirasena
Alracensya
88
98
94
87
85
91
√
Efforts to Improve Learning Achievement Theme 3 Objects Around Me Subtheme 1 Morning Activities by
Applying Simulation Learning Methods to Students of Grade I Min 3 Jakarta Academic Year 2019/2020
352 2, 2., Januari 2023
No
Name
Student
Civics
BI
SBDP
PJOK
Mat
Average2
Information
T
TT
25.
Muhammad
Alfachri
Fahreza
60
70
66
60
57
63
√
26.
Muhammad
Fardhan
Pratama
73
83
79
73
70
76
√
27.
Muwahid
Awliya
73
83
79
73
70
76
√
28.
Nabilah
Khairunnisa
73
83
79
73
70
76
√
Sum
2242
22
6
Ideal Maximum Score Count 2800
Total score reached 2242
Average score reached 80
Information:
Q : Complete
TT: Incomplete
Number of completed students: 22
Number of students who have not yet completed: 6
Classical: Incomplete
Table 4.5. Student Formative Test Results In Cycle II
No
Description
Cycle II Results
1
2
3
The average score of formative test
Number of students who have completed
their studies
Percentage of learning completion
80
22
78
From the table above, it is obtained that the average score of student learning
achievement is 80 and the completion of learning reaches 78% or there are 22 students out of
28 students who have completed learning. These results show that in this cycle II, the classical
completion of learning has improved slightly better than in cycle I. In addition, the ability of
teachers has begun to increase in the teaching and learning process.
c. Reflection
In the implementation of learning activities, information is obtained from the results of
observations as follows:
1) Motivate students
2) Guiding students to formulate conclusions/find concepts
3) Time management
Efforts to Improve Learning Achievement Theme 3 Objects Around Me Subtheme 1 Morning
Activities by Applying Simulation Learning Methods to Students of Grade I Min 3 Jakarta
Academic Year 2019/2020
353 2, 2., Januari 2023
d. Draft Revisions
The implementation of learning activities in cycle II still has shortcomings. Then there
is a need for revisions to be implemented in cycle II, including:
1) Teachers in motivating students should be able to make students more
motivated during the teaching and learning process.
2) The teacher should be closer to the student so that there is no feeling of fear in
the student either to express an opinion or to ask questions.
3) Teachers must be more patient in guiding students to formulate
conclusions/find concepts.
4) Teachers must distribute time properly so that learning activities can run as
expected.
5) Teachers should add more sample questions and give students practice
questions to do in each teaching and learning activity.
3. Cycle III
a. Planning Phase
At this stage, the researcher prepares a learning tool consisting of lesson plan 3,
formative test questions 3, and supporting teaching tools.
b. Stages of activity and observation
The implementation of teaching and learning activities for cycle III was carried out on
September 21, 2019, in Class I with a total of 28 students. In this case, the researcher acts as a
teacher. The teaching and learning process refers to the lesson plan by paying attention to the
revisions in cycle II, so that errors or shortcomings in cycle II are not repeated in cycle III.
Observation (observation) is carried out in conjunction with the implementation of teaching
and learning.
At the end of the teaching and learning process, students are given a formative test III
with the aim of knowing the level of student success in the teaching and learning process that
has been carried out. The instrument used is the III formative test. The data from the research
results in cycle III are as follows:
Table 4.7. Learning Management in Cycle III
No
Observed aspects
Valuation
Average
P1
P2
I
KBM observations
A. Introduction
1. Motivate students
2. Delivering learning
objectives
3. Connect with
previous lessons
4. Organize students in
study groups
4
4
4
4
4
4
4
4
4
4
4
4
B. Core activities
1. Presenting the steps of
the cooperative
learning method
4
4
4
4
4
4
Efforts to Improve Learning Achievement Theme 3 Objects Around Me Subtheme 1 Morning Activities by
Applying Simulation Learning Methods to Students of Grade I Min 3 Jakarta Academic Year 2019/2020
354 2, 2., Januari 2023
2. Guiding students to
do activities
3. Practicing
cooperative skills
4. Keep an eye on each
group in turns
5. Providing assistance
to groups experiencing
difficulties
4
4
3
4
3
4
4
4
4
C. Cover
1. Guiding students to
make summaries
2. Provide evaluation
4
4
4
4
4
4
II
Time Management
4
4
4
III
Class Enthusiasm
1. Students antusias
2. Anti-semitic teacher
4
4
4
4
4
4
Sum
55
55
56
Description: Value: Criteria
1: Not Good
2. : Not Good
3.: Good enough
4.: Good
From the table above, it can be seen that the aspects observed in teaching and learning
activities (cycle III) carried out by teachers by applying the Simulation Learning method get a
fairly good assessment from observers are motivating students, guiding students to formulate
conclusions / find concepts, and managing time.
The improvement of the above aspects in applying the Simulation Learning method is
expected to be successful as much as possible.
Table 4.6. Formative Test Scores In Cycle III
No
Name
Student
Civics
BI
SBDP
PJOK
Mat
Average2
Information
T
TT
1.
Aisyah Azzahra
Janagasi
90
100
96
86
87
93
√
2.
Akhtar Faris
Arviyanto
88
98
94
88
85
91
√
3.
Al Mia Khalisa
Az Zahra
90
100
96
78
87
93
√
4.
Althaf Athariz
Calief
93
103
99
76
90
96
√
5.
Alycia
Larassati
85
95
91
85
82
88
√
6.
Amira Diva
Nirvana P
92
102
98
90
89
95
√
7.
Arjuna Satria H
80
90
86
60
77
83
√
Efforts to Improve Learning Achievement Theme 3 Objects Around Me Subtheme 1 Morning
Activities by Applying Simulation Learning Methods to Students of Grade I Min 3 Jakarta
Academic Year 2019/2020
355 2, 2., Januari 2023
No
Name
Student
Civics
BI
SBDP
PJOK
Mat
Average2
Information
T
TT
8.
Aulia
Zahirsyah
Oktaviani
73
83
79
73
70
76
√
9.
Azka Naufal
Athabarani
92
102
98
80
89
95
√
10.
Bellvania
Asyali
74
84
80
74
71
77
√
11.
Dzakwan
Mu'afa
80
90
86
80
77
83
√
12.
Fa'iq Akbar
Suwardoyo
90
100
96
88
87
93
√
13.
Fakhri Khairul
Muzakki
88
98
94
83
85
91
√
14.
Felicia Zahrani
94
90
86
93
77
87
√
15.
Ghina
Octaviana
90
100
96
87
87
93
√
16.
Hafiizh Badii
Algibran
84
94
90
84
81
87
√
17.
Hannah
Princess Qonita
86
96
92
83
83
89
√
18.
Kalisya
Hiltania Kahla
84
94
90
84
81
87
√
19.
Kania Azka
Princess Saleh
88
98
94
83
85
91
√
20.
Kayika Zefanya
Qoratuain
84
94
90
84
81
87
√
21.
Kefin Radhika
Fajrial
88
98
94
83
85
91
√
22.
Khaerunnisa
Kurniyani
84
94
90
84
81
87
√
23.
Khayla Rahayu
Duanti
88
98
94
83
85
91
√
24.
Maher
Wirasena
Alracensya
84
94
90
84
81
87
√
25.
Muhammad
Alfachri
Fahreza
88
98
94
83
85
91
√
26.
Muhammad
Fardhan
Pratama
84
94
90
84
81
87
√
27.
Muwahid
Awliya
86
96
92
83
83
89
√
Efforts to Improve Learning Achievement Theme 3 Objects Around Me Subtheme 1 Morning Activities by
Applying Simulation Learning Methods to Students of Grade I Min 3 Jakarta Academic Year 2019/2020
356 2, 2., Januari 2023
No
Name
Student
Civics
BI
SBDP
PJOK
Mat
Average2
Information
T
TT
28.
Nabilah
Khairunnisa
86
96
92
83
83
89
√
Sum
2487
28
0
Ideal Maximum Score Count 2800
Total score reached 2487
Average score reached 88
Information:
Q : Complete
TT: Incomplete
Number of completed students: 28
Number of students who have not yet completed : 0
Classical : Complete
Table 4.7. Student Formative Test Results In Cycle III
No
Description
Cycle III Results
1
2
3
Average score of formative test
Number of students who have completed
their studies
Percentage of learning completion
88
28
100
Based on the table above, the average score of the formative test was 8 8 and from 28
students who achieved learning completion. So classically the completeness of learning that
has been achieved is 100% (including the complete category). The results in cycle III have
improved better than cycle II. The increase in learning outcomes in cycle III is influenced by
an increase in students' ability to learn the subject matter that has been applied so far and there
is a group responsibility of students who are more capable of teaching their underprivileged
friends.
c. Reflection
At this stage, it is studied what has been done well and what is still not good in the
teaching and learning process with the application of Simulation Learning. From the data that
has been obtained, it can be described as follows:
1) During the teaching and learning process the teacher has carried out all the
learning well. Although there are some aspects that are rudimentary, but the
percentage of their implementation for each of them is quite large.
2) Based on the observational data, it is known that students are active during the
learning process.
3) Deficiencies in previous cycles have improved and improved so that they
become better.
4) Siswsa's learning outcomes in cycle III reached completion.
d. Revised Implementation
In cycle III, teachers have implemented Simulation Learning well and judging from
student activities and student learning outcomes, the implementation of the teaching and
Efforts to Improve Learning Achievement Theme 3 Objects Around Me Subtheme 1 Morning
Activities by Applying Simulation Learning Methods to Students of Grade I Min 3 Jakarta
Academic Year 2019/2020
357 2, 2., Januari 2023
learning process has gone well. Then there is no need for too many revisions, but what needs
to be considered for the next action is to maximize and maintain what already exists with the
aim that in the implementation of the next teaching and learning process the application of
Simulation Learning can improve the teaching and learning process so that learning objectives
can be achieved.
C. Discussion
1. Completeness of Student Learning Outcomes
The results of this research show that Simulation Learning has a positive impact on
increasing student learning achievement. This can be seen from the increasingly stable
understanding and mastery of students with the material that has been delivered by the teacher
so far (learning completion increases from SKUs I, II, and III) which are 60%, 78%, and 100%,
respectively. In cycle III, the completion of student learning has been classically achieved.
2. Teacher's Ability to Manage Learning
Based on data analysis, student activity in the Simulation Learning process in each
cycle has increased. This has a positive impact on improving student learning achievement and
mastery of the subject matter that has been received so far, which can be shown by the increase
in the average score of students in each cycle which continues to increase.
3. Teacher and Student Activities in Learning
Based on data analysis, student activities are obtained in the Thematic learning process
with Simulation Learning the most dominant is, listening/paying attention to the teacher's
explanation, and discussions between students / between students and teachers. So it can be
said that isiwa activities can be categorized as active.
As for the activities of teachers during learning, they have implemented the Simulation
Learning steps well. This can be seen from the teacher's activities that appear, including guiding
and observing students in doing activities, explaining material that students do not understand,
and giving feedback/evaluation/question and answer where the percentage for the above
activities is quite large.
CONCLUSION
The Simulation Learning Method teaching model can improve the quality of learning
Learning with the Simulation Learning Method has a positive impact in increasing student
learning achievement which is characterized by an increase in student learning completeness
in each cycle, namely cycle I (60%,), cycle II (78%), cycle III (100%).
The teaching model of the Simulation Learning Method can make students feel that
they have received attention and the opportunity to express opinions, ideas, ideas and questions.
Students can work independently or in groups, and are able to account for all individual and
group tasks. The application of learning with the Simulation Learning Method has a positive
influence, which can increase student learning creativity.
Suggestion
From the research results obtained from the previous description so that the
mathematics teaching and learning process is more effective and provides optimal results for
students, the following suggestions are submitted: To implement the teaching model of the
Efforts to Improve Learning Achievement Theme 3 Objects Around Me Subtheme 1 Morning Activities by
Applying Simulation Learning Methods to Students of Grade I Min 3 Jakarta Academic Year 2019/2020
358 2, 2., Januari 2023
Simulation Learning Method requires careful preparation, so teachers must be able to
determine or choose topics that can really be applied by learning with the Simulation Learning
Method in the teaching and learning process so that optimal results are obtained.
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