P-ISSN: 2827-9832
E-ISSN: 2828-335x
http://ijsr.internationaljournallabs.com/index.php/ijsr
493
EFFORTS TO IMPROVE THEMATIC LEARNING ACHIEVEMENT
MATERIAL THEME 7 LEADERSHIP SUBTHEME 3 LET'S LEAD BY
APPLYING THE LEARNING BY DOING LEARNING MODEL TO
GRADE VI STUDENTS OF MADRASAH IBTIDAIYAH NEGERI 3
EAST JAKARTA ACADEMIC YEAR 2018/2019
Jamaluddin
Madrasah Ibtidaiyah Negeri 3 Jakarta
jamaluddinmin3@gmail.com
ABSTRACT
This research is based on the following problems: (a) Does learning by doing affect Thematic learning
achievement in Class VI Students? (b) How high is the level of mastery of Thematic subject matter with the
application of learning by doing learning methods to Class VI Students?
The objectives of this study are: (a) To uncover the flow of learning by doing on Thematic learning
achievements in Class VI Students. (b) Want to know how far the understanding and mastery of Thematic
subjects after the application of learning by doing to Grade VI 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 Class VI 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 (66%), cycle II (83%), cycle III (100%).
The conclusion of this study is that the learning-by-doing method can have a positive effect on the learning
motivation of Class VI students, and this learning model can be used as a thematic alternative
Keywords: thematic, learning, curriculum
This article is licensed under CC BY-SA 4.0
INTRODUCTION
In education curriculum development is indispensable. This is related to the learning
orientation of the ever-evolving time. The need for learning that applies contemporary models
and is oriented towards learning for life is very necessary (Widiyati, 2020). Therefore,
education practitioners always evaluate the nature of this curriculum.
In the curriculum model, models can be used to determine the material (content) of
learning and methods in the achievement of such material, in the sense that the model provides
a framework for determining choices. Mastering various models is beneficial in certain
learning situations.
As quoted by Utami Munandar in his book Development of Creativity of Gifted Children,
Talents stated that not only do academic talents need to be nurtured and valued in schools, in
his model can be distinguished six talents that can be developed in schools tailor (Muhajir &
Moleong, n.d.). As stated in the curriculum guide, the program is structured to teach academic
content, creativity, planning skills, communication, prediction, and decision-making
The most influential environment in shaping children's creativity is school because there
is a process of educational interaction that requires students to follow the existing system of
rules. A good school will prioritize learning comfort for its students, therefore teachers have a
great impact, not only on children's educational performance but also on attitudes.
Efforts to Improve Thematic Learning Achievement Material Theme 7 Leadership Subtheme 3 Let's Lead by
Applying the Learning by Doing Learning Model to Grade Vi Students of Madrasah Ibtidaiyah Negeri 3 East
Jakarta Academic Year 2018/2019
494 2, 2., January 2023
In addition, teachers have a great impact not only on children's educational achievement,
but also on attitudes toward schools and towards learning in general. In an effort to bring about,
stimulate, and foster the growth of creativity, teachers must organize their teaching attitudes
and philosophies.
In learning, what needs to be considered is:
1. Learning is very important and very fun
2. Children deserve to be appreciated and cherished as a unique person
3. Children should be active learners. They need to be encouraged to bring their experiences,
ideas, interests, and materials within the classroom. Students are given the opportunity to
talk together with the teacher about the goals of work/study every day, and need to be
given autonomy in determining how to achieve them.
4. The child needs to feel comfortable and stimulated in the classroom so that there is no
pressure or tension.
5. Children must have a sense of belonging and pride in the classroom. They need to be
involved in designing learning activities and can bring materials from home.
6. Teachers are sources, not policemen or gods. The child should respect the teacher, but feel
safe and comfortable with the teacher. Nara
7. Teachers are competent, but they don't need to be perfect.
8. The child needs to feel free to discuss issues openly, both with the teacher and with peers.
METHOD
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
(Herlina, 2022). 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 learning.
In accordance with the type of research chosen, namely action research, this research uses
an action research model from Kemmis and Taggert (in Arikunto, Suharsimi, 2002: 83) which
is in the form of a spiral from one cycle to the next. Each cycle includes planning, action,
observation, and reflection (Hidayah, 2021). The next step in the cycle is revised planning,
action, observation, and reflection. Before entering the first cycle, preliminary actions are
carried out in the form of identifying problems.
A. Research Instruments
- Syllabus
- Lesson Plan (RP)
- Student Activity Sheet
- Formative Test
B. Data Collection Methods
The data needed in this study were obtained through the observation of active learning
processing, observation of student and teacher activities, and formative tests.
Efforts to Improve Thematic Learning Achievement Material Theme 7 Leadership Subtheme 3
Let's Lead by Applying the Learning by Doing Learning Model to Grade Vi Students of Madrasah
Ibtidaiyah Negeri 3 East Jakarta Academic Year 2018/2019
495 2, 2., January 2023
C. Data Analysis Techniques
This study uses qualitative descriptive analysis techniques, which is a research method that
describes reality or facts in accordance with the data obtained with the aim of determining the
learning achievements achieved by students as well as obtaining student responses to learning
activities and student activities during the learning process (Alawia, 2019)
RESULTS AND DISCUSSION
The research data obtained is in the form of trial results of question item items, observation
data in the form of management observations
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 Learning By Doing which is used to determine the influence of the application
of the Learning By Doing model in improving student learning achievement and data on
observation of student and teacher activities.
Formative test data to determine the improvement in student learning achievement after
applying Learning By Doing 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 validits 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
Efforts to Improve Thematic Learning Achievement Material Theme 7 Leadership Subtheme 3 Let's Lead by
Applying the Learning by Doing Learning Model to Grade Vi Students of Madrasah Ibtidaiyah Negeri 3 East
Jakarta Academic Year 2018/2019
496 2, 2., January 2023
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, 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
May 7, 2018 in Class VI with a total of 18 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:
Table 4.1 Management of Learning in Cycle I
No
Observed aspects
Valuation
Average
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
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
C. Cover
1. Guiding students to make summaries
2. Provide evaluation
3
3
3
3
II
Time Management
2
2
III
Class Enthusiasm
1. Enthusiastic students
2. Anti-semitic teacher
2
3
2
3
Efforts to Improve Thematic Learning Achievement Material Theme 7 Leadership Subtheme 3
Let's Lead by Applying the Learning by Doing Learning Model to Grade Vi Students of Madrasah
Ibtidaiyah Negeri 3 East Jakarta Academic Year 2018/2019
497 2, 2., January 2023
Sum
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.
Table 4.2. Formative Test Scores On Cycle I
No
Name Student
Civics
BI
IPA
IPS
Mat
Average2
Information
T
TT
1
Al-Farel Zaini
Amirullah
80
90
86
80
77
83
√
2
Aly Rossyd
Afwghony
Son
80
90
86
80
77
83
√
3
Alya Febriana
63
73
69
63
60
66
√
4
Amanda
Rafeyfa
Asyila. M
60
70
66
60
57
63
√
5
Aulia Hasna
Suhandini
Princess
85
95
91
85
82
88
√
6
Ayu Pasha
90
100
96
90
87
93
√
7
Azmi
Wijayanto
60
70
66
60
57
63
√
8
Bayu Fareel
Armansah
60
70
66
60
57
63
√
9
Bella Adhitya
Ayu S
80
90
86
80
77
83
√
10
Deandra
Tatyana
Princess
60
70
66
60
57
63
√
11
Lord Ayu
Salsabila
80
90
86
80
77
83
√
12
Dido Wili
Figoera
85
95
91
85
82
88
√
Efforts to Improve Thematic Learning Achievement Material Theme 7 Leadership Subtheme 3 Let's Lead by
Applying the Learning by Doing Learning Model to Grade Vi Students of Madrasah Ibtidaiyah Negeri 3 East
Jakarta Academic Year 2018/2019
498 2, 2., January 2023
No
Name Student
Civics
BI
IPA
IPS
Mat
Average2
Information
T
TT
13
Doni
Hermawan
Surbakti
83
93
89
83
80
86
√
14
Fakhri
Fathurrahman
Winarto
93
90
86
93
77
87
√
15
Fathurahman
Nuska
84
94
90
84
81
87
√
16
Fatih Rizky
Ananda
79
89
85
79
76
82
√
17
Genendra
Abrar
60
70
66
60
57
63
√
18
Izza Billah
60
70
66
60
57
63
√
19
Kazdan
Azikra
Maryadi
80
90
86
80
77
83
√
20
Levana
Reiko.D
83
93
89
83
80
86
√
21
Maulidina
Nuruddiniyah
93
90
86
93
77
87
√
22
Muhammad
Fahmy Pasha
60
70
66
60
57
63
√
23
Muhammad
Hili
Dzikrurahman
80
90
86
80
77
83
√
24
Muhammad
Pasha Son of
R
83
93
89
83
80
86
√
25
Muhammad
Ridwan
93
90
86
93
77
87
√
26
Muhammad
Ryan Syaufiq
60
70
66
60
57
63
√
27
Muhammad
Sholeh Putra
83
93
89
83
80
86
√
28
Nasywa
Princess
Aurelia
Sanjaya
93
90
86
93
77
87
√
Efforts to Improve Thematic Learning Achievement Material Theme 7 Leadership Subtheme 3
Let's Lead by Applying the Learning by Doing Learning Model to Grade Vi Students of Madrasah
Ibtidaiyah Negeri 3 East Jakarta Academic Year 2018/2019
499 2, 2., January 2023
No
Name Student
Civics
BI
IPA
IPS
Mat
Average2
Information
T
TT
29
Nazwa
Salsabila
Anhar
83
93
89
83
80
86
√
30
Oktavia
Ramadhani
80
90
86
80
77
83
√
31
Raisa Cerelia
Fitri M
80
90
86
80
77
83
√
32
Sania Salfa
60
70
66
60
57
63
√
33
Selena Firza
Octavia
85
95
91
85
82
88
√
34
Wildan
Revaya Ar-
Raniry
83
93
89
83
80
86
√
35
Yusriana
Makhrunisa
Joseph
93
90
86
93
77
87
√
√
36
Zayyan Fairuz
Fawwaz
60
70
66
60
57
63
√
Sum
2814
24
12
Ideal Maximum Score Count 3600
Total score reached 2814
Average score reached 63
Description: T : Complete
TT : Incomplete
Number of completed students : 24
Number of students who have not yet completed : 12
Classical : Incomplete
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
63
24
66
From the table above, it can be explained that by applying Learning By Doing, the average
score of student learning achievement is 66 and learning completion reaches 66% or there are
24 students out of 12 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 66% 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
Efforts to Improve Thematic Learning Achievement Material Theme 7 Leadership Subtheme 3 Let's Lead by
Applying the Learning by Doing Learning Model to Grade Vi Students of Madrasah Ibtidaiyah Negeri 3 East
Jakarta Academic Year 2018/2019
500 2, 2., January 2023
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.
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 May
14, 2018 in Class VI with a total of 36 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
P2
I
KBM observations
I. Introduction
1. Motivate students
2. Delivering learning objectives
3. Connect with previous lessons
4. Organize students in study groups
3
4
3
3
4
3
3
3
3
4
II. Core activities
1. Presenting the steps of the cooperative
learning method
4
3
Efforts to Improve Thematic Learning Achievement Material Theme 7 Leadership Subtheme 3
Let's Lead by Applying the Learning by Doing Learning Model to Grade Vi Students of Madrasah
Ibtidaiyah Negeri 3 East Jakarta Academic Year 2018/2019
501 2, 2., January 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
4
3
4
4
4
3
III. Cover
1. Guiding students to make summaries
2. Provide evaluation
4
4
3
4
II
Time Management
3
3
III
Class Enthusiasm
1. Enthusiastic students
2. Anti-semitic teacher
3
4
3
4
Sum
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 refinement of aspects 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
IPA
IPS
Mat
Average2
Information
T
TT
1
Al-Farel Zaini
Amirullah
86
96
92
87
83
89
√
2
Aly Rossyd
Afwghony
Son
88
98
94
85
85
91
√
3
Alya Febriana
60
70
66
77
57
63
√
4
Amanda
Rafeyfa
Asyila. M
87
97
93
87
84
90
√
5
Aulia Hasna
Suhandini
Princess
85
95
91
82
82
88
√
Efforts to Improve Thematic Learning Achievement Material Theme 7 Leadership Subtheme 3 Let's Lead by
Applying the Learning by Doing Learning Model to Grade Vi Students of Madrasah Ibtidaiyah Negeri 3 East
Jakarta Academic Year 2018/2019
502 2, 2., January 2023
No
Name
Student
Civics
BI
IPA
IPS
Mat
Average2
Information
T
TT
6
Ayu Pasha
90
100
96
89
87
93
√
7
Azmi
Wijayanto
60
70
66
77
57
63
√
8
Bayu Fareel
Armansah
73
83
79
70
70
76
√
9
Bella Adhitya
Ayu S
80
90
86
89
77
83
√
10
Deandra
Tatyana
Princess
63
73
69
63
60
66
√
11
Lord Ayu
Salsabila
80
90
86
77
77
83
√
12
Dido Wili
Figoera
88
98
94
87
85
91
√
13
Doni
Hermawan
Surbakti
83
93
89
85
80
86
√
14
Fakhri
Fathurrahman
Winarto
93
90
86
77
77
87
√
15
Fathurahman
Nuska
87
97
93
87
84
90
√
16
Fatih Rizky
Ananda
84
94
90
81
81
87
√
17
Genendra
Abrar
83
93
89
83
80
86
√
18
Izza Billah
90
100
96
87
87
93
√
19
Kazdan
Azikra
Maryadi
63
73
69
63
60
66
√
20
Levana
Reiko.D
83
93
89
83
80
86
√
21
Maulidina
Nuruddiniyah
93
90
86
93
77
87
√
22
Muhammad
Fahmy Pasha
87
97
93
87
84
90
√
√
23
Muhammad
Hili
Dzikrurahman
80
90
86
80
77
83
√
Efforts to Improve Thematic Learning Achievement Material Theme 7 Leadership Subtheme 3
Let's Lead by Applying the Learning by Doing Learning Model to Grade Vi Students of Madrasah
Ibtidaiyah Negeri 3 East Jakarta Academic Year 2018/2019
503 2, 2., January 2023
No
Name
Student
Civics
BI
IPA
IPS
Mat
Average2
Information
T
TT
24
Muhammad
Pasha Son of
R
83
93
89
83
80
86
√
25
Muhammad
Ridwan
90
100
96
87
87
93
√
26
Muhammad
Ryan Syaufiq
87
97
93
87
84
90
√
27
Muhammad
Sholeh Putra
83
93
89
83
80
86
√
28
Nasywa
Princess
Aurelia
Sanjaya
90
100
96
87
87
93
√
29
Nazwa
Salsabila
Anhar
83
93
89
83
80
86
√
30
Oktavia
Ramadhani
90
100
96
87
87
93
√
31
Raisa Cerelia
Fitri M
80
90
86
80
77
83
√
32
Sania Salfa
60
70
66
60
57
63
√
33
Selena Firza
Octavia
90
100
96
87
87
93
√
34
Wildan
Revaya Ar-
Raniry
90
100
96
87
87
93
√
35
Yusriana
Makhrunisa
Joseph
90
100
96
87
87
93
√
36
Zayyan Fairuz
Fawwaz
60
70
66
60
57
63
√
Sum
3032
30
6
Ideal Maximum Score Count 3600
Total Score Reached 3032
Average score reached 84
Information:
Q : Complete
TT : Incomplete
Number of completed students : 30
Number of students who have not yet completed : 6
Classical : Incomplete
Efforts to Improve Thematic Learning Achievement Material Theme 7 Leadership Subtheme 3 Let's Lead by
Applying the Learning by Doing Learning Model to Grade Vi Students of Madrasah Ibtidaiyah Negeri 3 East
Jakarta Academic Year 2018/2019
504 2, 2., January 2023
Table 4.5. Student 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
Percentage of learning completion
84
30
83
From the table above, the average score of student learning achievement is 84 and the
completion of learning reaches 83% or there are 30 students out of 36 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, 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
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 May
21, 2018 in Class VI with a total of 36 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:
Efforts to Improve Thematic Learning Achievement Material Theme 7 Leadership Subtheme 3
Let's Lead by Applying the Learning by Doing Learning Model to Grade Vi Students of Madrasah
Ibtidaiyah Negeri 3 East Jakarta Academic Year 2018/2019
505 2, 2., January 2023
Table 4.7. Learning Management in Cycle III
No
Observed aspects
Valuation
Average
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
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
3
4
4
4
4
4
4
C. Cover
1. Guiding students to make summaries
2. Provide evaluation
4
4
4
4
II
Time Management
4
4
III
Class Enthusiasm
1. Antusia students
2. Anti-semitic teacher
4
4
4
4
Sum
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 Learning By Doing 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 Learning By Doing method is
expected to be successful as much as possible.
Efforts to Improve Thematic Learning Achievement Material Theme 7 Leadership Subtheme 3 Let's Lead by
Applying the Learning by Doing Learning Model to Grade Vi Students of Madrasah Ibtidaiyah Negeri 3 East
Jakarta Academic Year 2018/2019
506 2, 2., January 2023
Table 4.6. Formative Test Scores In Cycle III
No
Name Student
Civics
BI
IPA
IPS
Mat
Average2
Information
T
TT
1
Al-Farel Zaini
Amirullah
90
100
96
86
87
93
√
2
Aly Rossyd
Afwghony
Son
88
98
94
88
85
91
√
3
Alya Febriana
90
100
96
78
87
93
√
4
Amanda
Rafeyfa
Asyila. M
93
103
99
76
90
96
√
5
Aulia Hasna
Suhandini
Princess
85
95
91
85
82
88
√
6
Ayu Pasha
92
102
98
90
89
95
√
7
Azmi
Wijayanto
80
90
86
60
77
83
√
8
Bayu Fareel
Armansah
73
83
79
73
70
76
√
9
Bella Adhitya
Ayu S
92
102
98
80
89
95
√
10
Deandra
Tatyana
Princess
74
84
80
74
71
77
√
11
Lord Ayu
Salsabila
80
90
86
80
77
83
√
12
Dido Wili
Figoera
90
100
96
88
87
93
√
13
Doni
Hermawan
Surbakti
88
98
94
83
85
91
√
14
Fakhri
Fathurrahman
Winarto
94
90
86
93
77
87
√
15
Fathurahman
Nuska
90
100
96
87
87
93
√
16
Fatih Rizky
Ananda
84
94
90
84
81
87
√
Efforts to Improve Thematic Learning Achievement Material Theme 7 Leadership Subtheme 3
Let's Lead by Applying the Learning by Doing Learning Model to Grade Vi Students of Madrasah
Ibtidaiyah Negeri 3 East Jakarta Academic Year 2018/2019
507 2, 2., January 2023
No
Name Student
Civics
BI
IPA
IPS
Mat
Average2
Information
T
TT
17
Genendra
Abrar
86
96
92
83
83
89
√
18
Izza Billah
90
100
96
90
87
93
√
19
Kazdan
Azikra
Maryadi
83
93
89
83
80
86
√
20
Levana
Reiko.D
83
93
89
83
80
86
√
21
Maulidina
Nuruddiniyah
93
90
86
93
77
87
√
22
Muhammad
Fahmy Pasha
87
97
93
87
84
90
√
23
Muhammad
Hili
Dzikrurahman
90
100
96
87
87
93
√
24
Muhammad
Pasha Son of
R
83
93
89
83
80
86
√
25
Muhammad
Ridwan
90
100
96
87
87
93
√
26
Muhammad
Ryan Syaufiq
87
97
93
87
84
90
√
27
Muhammad
Sholeh Putra
83
93
89
83
80
86
√
28
Nasywa
Princess
Aurelia
Sanjaya
90
100
96
87
87
93
√
29
Nazwa
Salsabila
Anhar
83
93
89
83
80
86
√
30
Oktavia
Ramadhani
90
100
96
87
87
93
√
31
Raisa Cerelia
Fitri M
80
90
86
80
77
83
√
32
Sania Salfa
90
100
96
87
87
93
√
33
Selena Firza
Octavia
88
98
94
83
85
91
√
34
Wildan
Revaya Ar-
Raniry
90
100
96
87
87
93
√
Efforts to Improve Thematic Learning Achievement Material Theme 7 Leadership Subtheme 3 Let's Lead by
Applying the Learning by Doing Learning Model to Grade Vi Students of Madrasah Ibtidaiyah Negeri 3 East
Jakarta Academic Year 2018/2019
508 2, 2., January 2023
No
Name Student
Civics
BI
IPA
IPS
Mat
Average2
Information
T
TT
35
Yusriana
Makhrunisa
Joseph
90
100
96
87
87
93
√
36
Zayyan Fairuz
Fawwaz
88
98
94
83
85
91
√
Sum
3216
36
0
Ideal Maximum Score Count 3600
Total score reached 3216
Average score reached 89
Description:
T : Complete
TT : Incomplete
Number of completed students : 36
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
The average score of formative test
Number of students who have completed their
studies
Percentage of learning completion
89
36
100
Based on the table above, the average score of the formative test was obtained from 89 and
from 36 students who had 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 Learning By Doing. 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
Efforts to Improve Thematic Learning Achievement Material Theme 7 Leadership Subtheme 3
Let's Lead by Applying the Learning by Doing Learning Model to Grade Vi Students of Madrasah
Ibtidaiyah Negeri 3 East Jakarta Academic Year 2018/2019
509 2, 2., January 2023
In cycle III, teachers have implemented Learning By Doing well, and judging from student
activities and student learning outcomes, 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 then the application of Learning
By Doing can improve the teaching and learning process so that learning objectives can be
achieved.
Discussion
1. Completeness of Student Learning Outcomes
The results of this research, it shows that Learning by Doing has a positive impact in
improving 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 66%, 83%, 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 Learning By Doing learning process has
increased in each cycle. 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
Learning By Doing 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 Learning By
Doing 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, giving feedback / evaluation / question and answer where the percentage for the
above activities is quite large.
CONCLUSION
Based on the results of the research that has been presented for three cycles, the results of all
discussions and analyzes that have been carried out can be concluded as follows:
1. Teaching model Learning by doing learning methods can improve the quality of Thematic
learning.
2. Learning with the learning by doing 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 (66%), cycle II (83%), cycle III (100%).
3. Teaching model Learning by doing learning methods can make students feel that they have
received attention and the opportunity to express opinions, ideas, ideas, and questions.
4. Students can work independently or in groups, and are able to account for all individual
and group tasks.
5. The application of learning with the learning-by-doing learning method has a positive
influence, which can increase student learning creativity.
Efforts to Improve Thematic Learning Achievement Material Theme 7 Leadership Subtheme 3 Let's Lead by
Applying the Learning by Doing Learning Model to Grade Vi Students of Madrasah Ibtidaiyah Negeri 3 East
Jakarta Academic Year 2018/2019
510 2, 2., January 2023
Suggestion
From the research results obtained from the previous description so that the Thematic teaching
and learning process is more effective and provides optimal results for students, the following
suggestions are submitted:
1. To implement the teaching model The learning by doing learning method requires careful
preparation, so the teacher must be able to determine or choose a topic that can really be
applied to learning with the learning method of learning by doing in the teaching and
learning process so that optimal results are obtained.
2. 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.
3. There needs to be more research, because the results of this study are only carried out in ...
school year...
4. For similar research, improvements should be made to obtain better results.
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