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E-ISSN: 2828-335x
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359
IMPLEMENTATION OF BUZZ GROUP STRATEGY LEARNING TO
IMPROVE THEMATIC LEARNING ACHIEVEMENT THEME 2
ALWAYS SAVE ENERGY SUBTHEME 2 ENERGY BENEFITS IN
GRADE IV STUDENTS OF MADRASAH IBTIDAIYAH NEGERI 3
JAKARTA ACADEMIC YEAR 2021/2022
Niti Nur Afifah
Ministry of Religious Affairs of East Jakarta City
nitinurafifah01@gmail.com
ABSTRACT
This study used three rounds of action research. Each round consists of four stages, namely: design, activity
and observation, reflection, and refisi. The target of this study was Grade IV students . The data obtained are
in the form of formative test results, observation sheets for teaching and learning activities.
This research is based on the following problems: (a) Does Buzz Group learning affect thematic learning
achievement Theme 2 Always Save Energy Subtheme 2 Energy Benefits in Grade IV Students? (b) How
high is the level of mastery of thematic subject matter Theme 2 Always Save Energy Subtheme 2 Energy
Benefits with the application of the Buzz Group learning method to Grade IV Students? . The objectives of
this study are: (a) To uncover the effect of Buzz Group learning on thematic learning achievement Theme 2
Always Save Energy Subtheme 2 Energy Benefits in Grade IV Students . (b) Want to know how far the
understanding and mastery of Thematic subjects Theme 2 Always Save Energy Subtheme 2 Energy Benefits
after the application of Buzz Group learning to Grade IV Students .
From the results of the analysts, it was found that student learning achievement increased from cycle I to
cycle III, namely, cycle I (58%), cycle II (72%), cycle III (100%). The conclusion of this study is that the
Buzz Group method can positively affect the learning motivation of Grade IV students, and this learning
model can be used as an alternative Thematic Theme 2 Always Save Energy Subtheme 2 Energy Benefits
Keywords: buzz groups, learning, education
This article is licensed under CC BY-SA 4.0
INTRODUCTION
The development of the world towards globalization has changed the world to become
one of unlimited capacity (Zuhraini, 2012). In such a situation, to be able to survive, every
country is required to prepare itself to be able to be competent with other countries in the world.
The ability of the state to be competitive other countries is only possessed if the country has
superior resources. Education is a way for a country to prepare the quality of human resources
(Widiansyah, 2018).
Education according to Law no. 20 of 2003 can be interpreted as a conscious and
planned effort to create a learning atmosphere and learning process so that students actively
develop their potential to have religious spiritual power, self-control, personality, intelligence,
noble character, as well as the skills needed for themselves, society, nation and state (Masgumelar
& Mustafa, 2021) . In this case, of course, professional education is needed, especially teachers
in primary and secondary schools and lecturers in universities.
According to Bukhori, that good education is an education that not only prepares its
students for a profession or position, but to solve the problems it faces in everyday life. One
of the main problems in learning in formal education (schools) today is the low absorption of
students.
Implementation of Buzz Group Strategy Learning to Improve Thematic Learning Achievement Theme 2
Always Save Energy Subtheme 2 Energy Benefits in Grade Iv Students of Madrasah Ibtidaiyah Negeri 3
Jakarta Academic Year 2021/2022
360 2, 2., Januari 2023
This seems to be evenly distributed student learning outcomes which are always very
concerning. This achievement is certainly the result of learning conditions that are still
conventional and do not touch the realm of the student's own dimension, namely how to
actually learn it (learn to learn) (Lasmiati, n.d.). In a substantial sense, the learning process to
this day still provides teacher dominance and does not provide access for students to develop
independently through their discovery and thinking process.
In this strategy (buzz group), the class is divided into small groups to have a brief
discussion about a problem (Desemyati, 2020). Each group is asked to come up with a
hypothesis that they view as relevant to one application of a principle, an example of a concept,
or to a solution to a problem.
The steps of this strategy usually start with choosing the person who will report the
results of the discussion as well as lead the discussion. Then ask each member of the group to
come up with an idea to answer questions or solving the problems discussed. Finally, they had
to come up with an idea that was mutually agreed upon to report to the large class. For this
strategy, groups are usually given time limits such as five minutes, ten minutes or more,
depending on the complexity of the problem.
The use of a buzz group requires seating arrangements in a circular position. This
strategy guarantees the participation of all members of the group.
Small group discussion is an orderly process involving a group of students in a timal,
cooperative face-to-face interaction with the aim of various information or experiences, making
decisions or solving problems (Arqam, 2019). And also between students and students can
play an active role, especially in communication and motivation during the teaching and
learning process without excessive dominance from both parties. Buzz group is one of the
strategies that can provide a new classroom atmosphere in the learning process, especially
Thematic Theme 2 Always Save Energy Subtheme 2 Energy Benefits, in this learning method
students will be trained to think effectively by exchanging opinions with other students, in
addition to being useful for increasing student learning motivation.
By applying these strategies, it is hoped that learning will take place pleasantly and
students are very motivated, so that they are able to assess, remember, and understand the
material that has been taught. Because in using this strategy, students also play an active role
in groups (cooperative learning). It is on this encouragement that students will be motivated
in the teaching and learning process (learning).
From the background of this problem, researchers feel compelled to take the title "
Implementation of Buzz Group Strategy Learning to Improve Thematic Learning Achievement
Theme 2 Always Save Energy Subtheme 2 Energy Benefits in Grade IV Students of Madrasah
Ibtidaiyah Negeri 3 Jakarta Academic Year 2021/2022".
Implementation of Buzz Group Strategy Learning to Improve Thematic Learning Achievement
Theme 2 Always Save Energy Subtheme 2 Energy Benefits in Grade Iv Students of Madrasah
Ibtidaiyah Negeri 3 Jakarta Academic Year 2021/2022
361 2, 2., Januari 2023
METHOD
Lewin (in Prendergast, 2002:2) expressly states, that classroom action research is a way
for teachers to organize learning based on their own experiences or experiences collaborating
with other teachers (Misyani, 2018). Meanwhile, Calhoun and Glanz (in Prendergast, 2002:2)
state that classroom action research is a method to empower teachers who are able to support
school creative performance. In addition, Prendergast (2002:3) also states, that classroom
action research is a vehicle for teachers to systematically reflect and act in their teaching to
improve student learning processes and outcomes (Saptorini et al., 2013).
Cole and Knowles (Prendergast (2002:3-4) state that classroom action research can lead
teachers to collaborate, reflect, and ask questions with each other with the aim of not only
teaching programs and methods, but also helping teachers develop personal relationships.
Knowles' statement is also supported by Noffke (Prendergast (2002:5), that classroom action
research can encourage teachers to reflect on their learning practices to build deep
understanding and develop personal and social relationships between teachers. Whitehead
(1993) states, that classroom action research can facilitate teachers to develop an understanding
of pedagogy in order to improve its learning. The data needed in this study were obtained
through the observation of active learning processing, observation of student and teacher
activities, and formative tests. To find out the effectiveness of a method in learning activities,
it is necessary to conduct data analysis. In this study using qualitative descriptive analysis
techniques, which is a research method that describes reality or facts in accordance with the
data obtained with the aim of knowing the learning achievements achieved by students as well
as to obtain student responses to learning activities and student activities during the learning
process.
RESULTS AND DISCUSSION
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. In addition, an observation sheet for
the management of Buzz Groub was also prepared, and an observation sheet for the activities
of teachers and students.
b.Stage of Activity and Implementation
The implementation of teaching and learning activities for the first cycle was carried
out on September 5, 2021 in Class IV with a total of 29 students. In this case the researcher
acts as a teacher. The teaching and learning process refers to the lesson plan that has been
prepared. 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.
Implementation of Buzz Group Strategy Learning to Improve Thematic Learning Achievement Theme 2
Always Save Energy Subtheme 2 Energy Benefits in Grade Iv Students of Madrasah Ibtidaiyah Negeri 3
Jakarta Academic Year 2021/2022
362 2, 2., Januari 2023
Table 4.1 Management of Learning in Cycle I
Observed aspects
Valuation
Average
P1
P2
KBM observations
A. Introduction
1. Motivate students
2. Delivering learning
objectives
3. Connect with previous
lessons
4. Organize students in
study groups
2
2
2
2
2
2
2
2
2
2
2
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
Time Management
2
2
2
Class Enthusiasm
1. Enthusiastic students
2. Anti-semitic teacher
2
3
2
3
2
3
Sum
32
32
32
Description: Value: Criteria
1. : Bad
2. : Not Good
3. : Good Enough
4. : Good
Implementation of Buzz Group Strategy Learning to Improve Thematic Learning Achievement
Theme 2 Always Save Energy Subtheme 2 Energy Benefits in Grade Iv Students of Madrasah
Ibtidaiyah Negeri 3 Jakarta Academic Year 2021/2022
363 2, 2., Januari 2023
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.
Table 4.2 Formative Test Scores On Cycle I
No
Civics
BI
IPA
IPS
Mat
Average2
Information
T
TT
1.
60
70
68
64
69
66
2.
70
60
60
74
60
65
3.
75
85
83
79
84
81
4.
80
90
88
84
89
86
5.
70
70
70
60
70
68
6.
80
90
88
84
89
86
7.
88
98
96
92
97
94
8.
80
90
88
84
89
86
9.
90
100
98
94
99
96
10.
84
94
92
88
93
90
11.
60
70
68
64
69
66
12.
92
90
88
84
89
89
13.
97
90
88
84
89
90
14.
62
72
70
66
71
68
15.
90
100
98
94
99
96
Implementation of Buzz Group Strategy Learning to Improve Thematic Learning Achievement Theme 2
Always Save Energy Subtheme 2 Energy Benefits in Grade Iv Students of Madrasah Ibtidaiyah Negeri 3
Jakarta Academic Year 2021/2022
364 2, 2., Januari 2023
16.
83
93
91
87
92
89
17.
90
100
98
94
99
96
18.
90
100
98
94
99
96
19.
60
70
68
64
69
66
20.
88
98
96
92
97
94
21.
75
85
83
79
84
81
22.
70
60
60
74
60
65
23.
75
85
83
79
84
81
24.
62
72
70
66
71
68
25.
60
70
68
64
69
66
26.
75
85
83
79
84
81
27.
60
70
68
64
69
66
28.
70
60
60
74
60
65
29.
62
72
70
66
71
68
2309
17
12
Information:
Q: Complete
TT: Incomplete
Number of Students Completed: 17
Number of Incomplete Students: 12
Ideal Maximum Score: 2900
Score Reached: 2309
Average Score Achieved: 79
Percentage of Completeness: 58
Implementation of Buzz Group Strategy Learning to Improve Thematic Learning Achievement
Theme 2 Always Save Energy Subtheme 2 Energy Benefits in Grade Iv Students of Madrasah
Ibtidaiyah Negeri 3 Jakarta Academic Year 2021/2022
365 2, 2., Januari 2023
Table 4.3. Recapitulation of Student Formative Test Results In Cycle I
No
Description
Cycle I Results
1
2
3
Average score of formative test
Number of students who have
completed their studies
Percentage of learning completion
79
17
58
From the table above, it can be explained that by applying learning with Buzz Groub,
the average score of student learning achievement is 79 and the completion of learning reaches
58% or there are 17 students out of 29 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 58% less than the desired percentage of completion of 85%.
This is because students still feel new and do not understand what the teacher intends and uses
by applying learning with Buzz Group.
c.Reflections
In the implementation of teaching and learning activities, information is obtained from
the results of observations as follows:
1) Teachers are less than optimal in motivating students and in conveying learning
objectives
2) Teachers are less than optimal in time management
3) Students are less active during learning
d.Fisi
The implementation of teaching and learning activities in the first cycle still has
shortcomings, so it is necessary to revise it to be carried out in the next cycle.
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 phase
At this stage, the researcher prepares a learning tool consisting of lesson plan 2,
formative test questions 2, 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 11, 2021, in Class IV with a total of 29 students. In this case the researcher acts as
a teacher. The teaching and learning process refers to the lesson plan by paying attention to
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.
Implementation of Buzz Group Strategy Learning to Improve Thematic Learning Achievement Theme 2
Always Save Energy Subtheme 2 Energy Benefits in Grade Iv Students of Madrasah Ibtidaiyah Negeri 3
Jakarta Academic Year 2021/2022
366 2, 2., Januari 2023
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
Observed aspects
Valuation
Average
P1
P2
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
C. Cover
1. Guiding students to make summaries
2. Provide evaluation
3
4
4
4
3
4
Time Management
3
3
3
Class Enthusiasm
1. Enthusiastic students
2. Anti-semitic teacher
4
4
3
4
3
4
Sum
52
54
51
Description: Value: Criteria
5. : Bad
6. : Not Good
7. : Good Enough
8. : Good
Implementation of Buzz Group Strategy Learning to Improve Thematic Learning Achievement
Theme 2 Always Save Energy Subtheme 2 Energy Benefits in Grade Iv Students of Madrasah
Ibtidaiyah Negeri 3 Jakarta Academic Year 2021/2022
367 2, 2., Januari 2023
From the table above, without the aspects observed in teaching and learning activities
(cycle II) carried out by teachers by applying the cooperative learning method, Buzz Group
received a fairly good assessment from observers. This means that from all assessments there
is no undervalue. However, the assessment is not yet an optimal result, for that 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 refinement of aspects I of the nature of the application of the Buzz Group
learner 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 4.5. Formative Test Scores In Cycle II
No
Student Name
Civics
BI
IPA
IPS
Mate
Average2
Information
T
TT
1.
Ahnaf Fairuz Safiin
65
66
66
66
77
68
2.
Alya Afifah
70
70
70
60
70
68
3.
Amira Kamalia
75
85
83
79
84
81
4.
Aqilah Syafa N.R
80
90
88
84
89
86
5.
Arkhana Oktarian
Saleh
70
70
70
60
70
68
6.
Atiqah Aliya
Adhila
80
90
88
84
89
86
7.
Bias Nurwahid
88
98
96
92
97
94
8.
Bilqis Zakiyah
Balman
80
90
88
84
89
86
9.
Cantika Princess
Rizkyardini
90
100
98
94
99
96
10.
Dika Tsaqif Saputra
84
94
92
88
93
90
11.
Ezza Marcvel Son
of Ferryandy
60
70
68
64
69
66
12.
Farid Athala M
92
90
90
84
89
89
13.
Jihan Aufa Princess
97
90
88
84
89
90
14.
Khayriyah Naqiyah
Tone
80
80
80
77
80
79
15.
Meysha Daffina
Prasetyo
90
100
98
94
99
96
16.
Muhammad Algi
Fahri
83
90
91
87
92
89
Implementation of Buzz Group Strategy Learning to Improve Thematic Learning Achievement Theme 2
Always Save Energy Subtheme 2 Energy Benefits in Grade Iv Students of Madrasah Ibtidaiyah Negeri 3
Jakarta Academic Year 2021/2022
368 2, 2., Januari 2023
17.
Muhammad Aulia
Ferdyan
90
100
98
94
99
96
18.
Muhammad Hamdi
90
100
98
94
99
96
19.
Muhammad Hanif
Fakhruddin
80
80
87
80
80
81
20.
Muhammad Nafis
Yafi
88
98
96
92
97
94
21.
Naufal Ibrahim Ali
83
90
91
87
92
89
22.
Panji Ilham
Sasongko
70
70
70
60
70
68
23.
Rafka Son of
Mahendra
83
90
91
87
92
89
24.
Rama Adhya
Candra P
62
72
70
66
71
68
25.
Rayhan Ahmad
Fardany
70
70
70
60
70
68
26.
Satya Argya
Wiratama
83
90
91
87
92
89
27.
Teuku Rifki
Ananda
70
70
70
60
70
68
28.
Yasin Hidayatulloh
84
94
92
88
93
90
29.
Zafira Naidiana
Princess
84
94
92
88
93
90
Sum
2418
21
8
Information:
Q: Complete
TT: Incomplete
Number of Students completed: 21
Number of Incomplete Students: 8
Ideal Maximum Score: 2900
Score Reached: 2418
Average Score Achieved: 83
Percentage of Completeness: 72%
Table 4.6. Recapitulation of Students' Formative Test Results In Cycle II
No
Description
Cycle II Results
1
2
3
Average score of formative test
Number of students who have completed
their studies
83
21
72%
Implementation of Buzz Group Strategy Learning to Improve Thematic Learning Achievement
Theme 2 Always Save Energy Subtheme 2 Energy Benefits in Grade Iv Students of Madrasah
Ibtidaiyah Negeri 3 Jakarta Academic Year 2021/2022
369 2, 2., Januari 2023
Percentage of learning completion
From the table above, the average score of student learning achievement is 83 and
learning completion reaches 72% or there are 21 students out of 29 students who have
completed learning. These results show that in this cycle II the classical completion of learning
has improved slightly better than cycle I. In addition, students have also begun to understand
what the teacher intends and wants by applying learning with Buzz Group.
c.Reflections
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
d.Revised Draft
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.Stage of activity and observation
The implementation of teaching and learning activities for cycle III was carried out on
September 18, 2021 in Class IV with a total of 29 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.
Implementation of Buzz Group Strategy Learning to Improve Thematic Learning Achievement Theme 2
Always Save Energy Subtheme 2 Energy Benefits in Grade Iv Students of Madrasah Ibtidaiyah Negeri 3
Jakarta Academic Year 2021/2022
370 2, 2., Januari 2023
Table 4.7. Learning Management in Cycle III
Observed aspects
Valuation
Average
P1
P2
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
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
4
4
3
4
4
4
3
4
4
4
4
4
4
C. Cover
1. Guiding students to make summaries
2. Provide evaluation
4
4
4
4
4
4
Time Management
4
4
4
Class Enthusiasm
1. Antusia
students
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
Implementation of Buzz Group Strategy Learning to Improve Thematic Learning Achievement
Theme 2 Always Save Energy Subtheme 2 Energy Benefits in Grade Iv Students of Madrasah
Ibtidaiyah Negeri 3 Jakarta Academic Year 2021/2022
371 2, 2., Januari 2023
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 Buzz Group model cooperative
learning method get a fairly good assessment from observers are motivating students, guiding
students to formulate conclusions / find concepts, and time management. The improvement of
the above aspects in applying the Buzz Group cooperative learning method is expected to be
successful as much as possible.
Table 4.8 Formative Test Scores In Cycle III
No
Student Name
Civics
BI
IPA
IPS
Mate
Average2
Information
T
TT
1.
Ahnaf Fairuz Safiin
90
100
98
94
99
96
2.
Alya Afifah
90
100
98
94
99
96
3.
Amira Kamalia
90
100
98
94
99
96
4.
Aqilah Syafa N.R
80
90
88
84
89
86
5.
Arkhana Oktarian
Saleh
95
90
88
84
89
89
6.
Atiqah Aliya Adhila
80
90
88
84
89
86
7.
Bias Nurwahid
91
90
88
84
89
88
8.
Bilqis Zakiyah
Balman
88
98
96
92
97
94
9.
Cantika Princess
Rizkyardini
93
90
88
84
89
89
10.
Dika Tsaqif Saputra
88
98
96
92
97
94
11.
Ezza Marcvel Son of
Ferryandy
97
90
88
84
89
90
12.
Farid Athala M
92
90
88
84
89
89
13.
Jihan Aufa Princess
97
90
88
84
89
90
14.
Khayriyah Naqiyah
Tone
80
90
88
84
89
86
15.
Meysha Daffina
Prasetyo
90
100
98
94
99
96
16.
Muhammad Algi
Fahri
90
100
98
94
99
96
Implementation of Buzz Group Strategy Learning to Improve Thematic Learning Achievement Theme 2
Always Save Energy Subtheme 2 Energy Benefits in Grade Iv Students of Madrasah Ibtidaiyah Negeri 3
Jakarta Academic Year 2021/2022
372 2, 2., Januari 2023
17.
Muhammad Aulia
Ferdyan
91
101
99
95
100
97
18.
Muhammad Hamdi
92
90
88
84
89
89
19.
Muhammad Hanif
Fakhruddin
80
90
88
84
89
86
20.
Muhammad Nafis
Yafi
90
100
98
94
99
96
21.
Naufal Ibrahim Ali
91
101
99
95
100
97
22.
Panji Ilham Sasongko
91
101
99
95
100
97
23.
Rafka Son of
Mahendra
97
90
88
84
89
90
24.
Rama Adhya Candra
P
91
101
99
95
100
97
25.
Rayhan Ahmad
Fardany
97
90
88
84
89
90
26.
Satya Argya
Wiratama
91
101
99
95
100
97
27.
Teuku Rifki Ananda
97
90
88
84
89
90
28.
Yasin Hidayatulloh
91
101
99
95
100
97
29.
Zafira Naidiana
Princess
97
90
88
84
89
90
Sum
2674
29
0
Information:
Q: Complete
TT: Incomplete
Number of Students completed: 29
Number of Incomplete Students: 0
Ideal Maximum Score: 2900
Score Reached: 2674
Average Score Reached: 92
Percentage of Completeness: 100%
Implementation of Buzz Group Strategy Learning to Improve Thematic Learning Achievement
Theme 2 Always Save Energy Subtheme 2 Energy Benefits in Grade Iv Students of Madrasah
Ibtidaiyah Negeri 3 Jakarta Academic Year 2021/2022
373 2, 2., Januari 2023
Table 4.9. Formative Student 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
92
29
100%
Based on the table above, the average score of the formative test was obtained at 92
and out of 29 students have achieved completion of learning. 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 improvement in speaking skills in cycle III is
influenced by the increase in the ability of teachers to apply learning with Buzz Groub so that
students become more accustomed to this kind of learning so that students can more easily
understand the material that has been given.
c.Reflections
At this stage, it will be studied what has been done well and what is still not good in
the teaching and learning process with the application of learning with Buzz Groub. 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) The student's speaking ability in cycle III reaches completion.
d. Revised Implementation
In cycle III, teachers have implemented learning with Buzz Group well and judging
from student activities and students' speaking skills, the implementation of the teaching and
learning process has gone well. So there is no need for too many revisions, but what needs to
be considered for the next action is to maximize and maintain what is already there with the
aim that in the implementation of the teaching and learning process subsequently the
application of the Buzz Group teaching and learning model can improve the teaching and
learning process so that learning objectives can be achieved.
B.Discussion
1.Completeness of Students' Speaking Ability
Through the results of this study, it shows that learning with Buzz Group has a positive
impact in improving student learning achievement. This can be seen from the increasingly
stable understanding of students towards the material presented by the teacher (learning
completion increases from cycles I, II, and III) which are 58%, 72%, and 100%, respectively.
In cycle III, the completion of student learning has been classically achieved.
Implementation of Buzz Group Strategy Learning to Improve Thematic Learning Achievement Theme 2
Always Save Energy Subtheme 2 Energy Benefits in Grade Iv Students of Madrasah Ibtidaiyah Negeri 3
Jakarta Academic Year 2021/2022
374 2, 2., Januari 2023
2.Teacher's Ability to Manage Learning
Based on data analysis, student activity in the teaching and learning process by applying
the Buzz Group teaching model in each cycle has increased. This has a positive impact on
student learning achievement, which can be shown by the increase in the average score of
students in each cycle which continues to increase.
3.Student Activities in Learning
Based on data analysis, student activities were obtained in the thematic learning process
with the Buzz Group teaching model, 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 student activities can be categorized as active.
As for the activities of teachers during learning, they have implemented the steps of
teaching and learning activities by applying contextual teaching problem-based teaching
models well. This can be seen from the teacher's activities that have emerged, including guiding
and observing students in finding concepts, explaining difficult material, giving feedback /
evaluation / question and answer where the percentage for the above activities is quite large.
CONCLUSION
Buzz Group's teaching model can improve the quality of thematic learning of materials
using microscopes. Learning with Buzz Group has a positive impact in improving student
learning achievement which is characterized by an increase in student learning completion in
each cycle, namely cycle I (58%,), cycle II (72%), cycle III (100%). Buzz Group's teaching
model can make students feel they receive attention and the opportunity to express opinions,
ideas, ideas and questions.
Suggestion
To carry out the Buzz Group teaching model requires careful preparation, so teachers
must be able to determine or choose topics that can really be applied by learning with Buzz
Group in the teaching and learning process so that optimal results are obtained. In order to
improve student learning achievement, teachers should train students more often with various
teaching methods, albeit in a simple way, where students can later discover new knowledge,
acquire concepts and skills, so that students succeed or are able to solve the problems they
face.
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