P-ISSN: 2827-9832
E-ISSN: 2828-335x
http://ijsr.internationaljournallabs.com/index.php/ijsr
511
IMPLEMENTATION OF BUZZ GROUP STRATEGY LEARNING TO
IMPROVE STUDENTS' UNDERSTANDING OF THE VIRTUES OF
GIVING TO THE LESSONS OF THE QUR'AN HADITH IN CLASS VI
MI NEGERI 3 ACADEMIC YEARS 2022/2023
Nurudin
Madrasah Ibtidaiyah Negeri 3 Jakarta Timur
nurudinudin2579@gmail.com
ABSTRACT
This research is based on the following problems: (a) Does Buzz Group learning affect the learning
outcomes of the Qur'an Hadith in Class VI Students? (b) How high is the level of mastery of the subject
matter of the Qur'an Hadith with the application of the Buzz Group learning method to Class VI Students?
The objectives of this study are: (a) To reveal the influence of Buzz Group learning on the learning
outcomes of the Qur'an Hadith in Class VI Students. (b) Want to know how far the understanding and
mastery of the subject of the Qur'an Hadith after the application of Buzz Group learning to Class 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 (63%), cycle II (76%), cycle III (100%).
The conclusion of this research is that the Buzz Group method can have a positive effect on the learning
motivation of Class VI students, and this learning model can be used as an alternative to the Qur'an Hadith.
Keywords: buzz group, learning, learning motivation
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
container without borders (Budiman, 2017). In such a situation, to be able to survive, every
country is required to prepare itself to be able to competent with other countries in the world.
The ability of the state to be competent with other countries is only possessed if the state has
superior resources (Mardhiyah et al., 2021). Education is the way a country prepares the
quality of human resources.
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 (Kurniawan,
2015) . 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 (Idris,
2018). One of the main problems in learning in formal education (schools) today is the low
absorption of students. 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 learner's own dimension, namely how
Implementation of Buzz Group Strategy Learning to Improve Students' Understanding of the Virtues of Giving
to the Lessons of the Qur'an Hadith in Class VI MI Negeri 3 Academic Years 2022/2023
512 2, 2., January 2023
to actually learn it (learning to learn). 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. 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 group member to come up with an
idea to answer the question or solve the problem being 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 ptimal
cooperative face-to-face interaction with the aim of various information or experiences, making
decisions or solving problems. 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 the Qur'an Hadith, 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).
METHOD
This research is an action research, because the research is carried out to solve learning
problems in the classroom. This research also includes descriptive research, because it
describes how a learning technique is applied and how the desired results can be achieved.
According to Sukidin et al (2002: 54) there are 4 kinds of action research forms,
namely: (1) teacher action research as a researcher, (2) collaborative action research, (3)
integrated simultaneous action research, and (4) experimental social action research (Harahap,
2018).
The four forms of action research above, there are similarities and differences.
According to Oja and Smulyan as quoted 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
(SUMARDIN, 2021).
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513 2, 2., January 2023
In this study, it 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 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.
A. Research Instruments
- Syllabus
- Lesson Plan (RP)
- Student Activity Sheet
- Formative Test
a. Test Validity
b. Reliability
c. Level of Hardship
d. Differentiating Power
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.
C. Data Collection Techniques
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
A subject or sub-subject is considered classically complete if a student who scores 65 is
more than or equal to 85%, while a student is declared complete in studying on a particular
subject or sub-subject if he gets a minimum score of 65.
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 the Buzz Group Method was also prepared, and an observation sheet for
teacher and student activities.
b. Stage of Activity and Implementation
The implementation of teaching and learning activities for the first cycle was carried out on
September 2, 2021 in Class VII with a total of 30 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.
Implementation of Buzz Group Strategy Learning to Improve Students' Understanding of the Virtues of Giving
to the Lessons of the Qur'an Hadith in Class VI MI Negeri 3 Academic Years 2022/2023
514 2, 2., January 2023
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
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
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
II
Time Management
2
2
2
III
Class Enthusiasm
1. Enthusiastic students
2. Anti-semitic teacher
2
3
2
3
2
3
Sum
32
32
32
Description: Value : Criteria
1) : Bad
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Virtues of Giving to the Lessons of the Qur'an Hadith in Class VI MI Negeri 3 Academic Years
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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
Student Name
Score
Information
T
TT
Ahmad Maulana Al Farizi
90
Aleena Balqis Salsabila
62
Amino Alycia Aisyah Irawan
80
Amycha Safrina Siregar
62
Aurelia Kartika Princess Susanto
70
Ayatul Husna Setyowati
80
Ayumi Khairani Sinaga
70
Bima Ifananda Ilham
60
Deandra Sekarini
70
Fadillah Razzaaqu Firmansyah
60
Filia Vivian Purbaningrum
90
Hafiizh Drajat Prawira
80
Izan Bakhtiar
62
Kayla Azka Shahira
75
Kinara Adni Shamaratungga
75
Lucky Ocean
80
Miswiya Sayalin
75
Mu'ammar Rafly Habibi
62
Muhammad Ezar Mulya
62
Muhammad Ezra Sakti Priliawan
90
Muhammad Sahal Rojabi
75
Prastika Azmi Khairunnisa
75
Qurratu'ain Rismanto
75
Rafa Alfarozi
75
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to the Lessons of the Qur'an Hadith in Class VI MI Negeri 3 Academic Years 2022/2023
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Raisya Sasikirana Putri Wijayanto
80
King Fadhil Khairul
65
Reihsan Joseph Arifin
62
Salma Julia Praba
75
Siti Nuraini Latifah Hakim
68
Varisya Tafida
69
Sum
2174
19
11
Information:
Q : Complete
TT : Incomplete
Number of Students completed : 19
Number of Incomplete Students : 11
Ideal Maximum Score : 3000
Score Reached : 2174
Average Score Achieved : 77
Percentage of Completeness : 63
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
77
19
63
From the table above, it can be explained that by applying learning with the Buzz group
Method, the average score of student learning achievement is 77 and learning completion
reaches 63% or there are 19 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 63% 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 the Buzz group Method.
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
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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, 2017 in Class VII with a total of 30 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.
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
D. 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
E. Core
activities
3
4
3
Implementation of Buzz Group Strategy Learning to Improve Students' Understanding of the Virtues of Giving
to the Lessons of the Qur'an Hadith in Class VI MI Negeri 3 Academic Years 2022/2023
518 2, 2., January 2023
1. Presenting the steps of the cooperative
learning method
2. Guiding students to do activities
2. Practicing cooperative skills
3. Keep an eye on each group in turns
4. Providing assistance to groups
experiencing difficulties
4
4
4
3
4
4
4
3
4
4
4
3
A. 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 Buzz group learning method, they get 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 improvement of aspects I of the nature of the application of the Buzz group 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.
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Virtues of Giving to the Lessons of the Qur'an Hadith in Class VI MI Negeri 3 Academic Years
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Table 4.5. Formative Test Scores in Cycle II
No
Student Name
Score
Information
T
TT
1.
Ahmad Maulana Al Farizi
92
2.
Aleena Balqis Salsabila
60
3.
Amino Alycia Aisyah Irawan
90
4.
Amycha Safrina Siregar
62
5.
Aurelia Kartika Princess Susanto
70
6.
Ayatul Husna Setyowati
88
7.
Ayumi Khairani Sinaga
88
8.
Bima Ifananda Ilham
72
9.
Deandra Sekarini
80
10.
Fadillah Razzaaqu Firmansyah
62
11.
Filia Vivian Purbaningrum
90
12.
Hafiizh Drajat Prawira
80
13.
Izan Bakhtiar
62
14.
Kayla Azka Shahira
78
15.
Kinara Adni Shamaratungga
78
16.
Lucky Ocean
80
17.
Miswiya Sayalin
73
18.
Mu'ammar Rafly Habibi
75
19.
Muhammad Ezar Mulya
62
20.
Muhammad Ezra Sakti Priliawan
90
21.
Muhammad Sahal Rojabi
80
22.
Prastika Azmi Khairunnisa
74
23.
Qurratu'ain Rismanto
73
24.
Rafa Alfarozi
80
25.
Raisya Sasikirana Putri Wijayanto
80
26.
King Fadhil Khairul
75
27.
Reihsan Joseph Arifin
85
28.
Salma Julia Praba
76
Implementation of Buzz Group Strategy Learning to Improve Students' Understanding of the Virtues of Giving
to the Lessons of the Qur'an Hadith in Class VI MI Negeri 3 Academic Years 2022/2023
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29.
Siti Nuraini Latifah Hakim
65
30.
Varisya Tafida
68
Sum
2288
23
7
Information:
Q : Complete
TT : Incomplete
Number of Students completed : 23
Number of Incomplete Students : 7
Ideal Maximum Score : 3000
Score Reached : 2288
Average Score Achieved : 76
Percentage of Completeness : 76%
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
Percentage of learning completion
76
23
76
From the table above, it is obtained that the average score of student learning
achievement is 76 and the completion of learning reaches 76% or there are 23 students out of
30 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 the Buzz
group Method.
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.
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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 VII with a total of 30 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
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to the Lessons of the Qur'an Hadith in Class VI MI Negeri 3 Academic Years 2022/2023
522 2, 2., January 2023
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
II
Time Management
4
4
4
III
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
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
Score
Information
T
TT
1.
Ahmad Maulana Al Farizi
92
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Virtues of Giving to the Lessons of the Qur'an Hadith in Class VI MI Negeri 3 Academic Years
2022/2023
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2.
Aleena Balqis Salsabila
80
3.
Amino Alycia Aisyah Irawan
90
4.
Amycha Safrina Siregar
80
5.
Aurelia Kartika Princess Susanto
80
6.
Ayatul Husna Setyowati
90
7.
Ayumi Khairani Sinaga
88
8.
Bima Ifananda Ilham
90
9.
Deandra Sekarini
80
10.
Fadillah Razzaaqu Firmansyah
75
11.
Filia Vivian Purbaningrum
90
12.
Hafiizh Drajat Prawira
80
13.
Izan Bakhtiar
80
14.
Kayla Azka Shahira
90
15.
Kinara Adni Shamaratungga
80
16.
Lucky Ocean
88
17.
Miswiya Sayalin
80
18.
Mu'ammar Rafly Habibi
80
19.
Muhammad Ezar Mulya
80
20.
Muhammad Ezra Sakti Priliawan
90
21.
Muhammad Sahal Rojabi
80
22.
Prastika Azmi Khairunnisa
90
23.
Qurratu'ain Rismanto
90
24.
Rafa Alfarozi
87
25.
Raisya Sasikirana Putri Wijayanto
85
26.
King Fadhil Khairul
80
27.
Reihsan Joseph Arifin
80
28.
Salma Julia Praba
85
29.
Siti Nuraini Latifah Hakim
80
30.
Varisya Tafida
80
Sum
2520
30
0
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Information:
Q : Complete
TT : Incomplete
Number of Students completed : 30
Number of Incomplete Students : 0
Ideal Maximum Score : 3000
Score Reached : 2520
Average Score Achieved : 84
Percentage of Completeness : 100%
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
84
30
100%
Based on the table above, the average score of the formative test is 84 and out of 30 students
have achieved learning completion. 100% (including complete category). The results in cycle
III have improved better than cycle II. The improvement of speaking skills in cycle III is
influenced by the increase in the ability of teachers to apply learning with the Buzz group
Method so that students become more accustomed to this kind of learning so that students are
easier to 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 the Buzz group Method
From the data that has been obtained 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 applied to learn with the Buzz group Method well and judging
from student activities and students' speaking ability, the implementation of the teaching and
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 is already there with the
aim that in the implementation of the teaching and learning process subsequently the
Implementation of Buzz Group Strategy Learning to Improve Students' Understanding of the
Virtues of Giving to the Lessons of the Qur'an Hadith in Class VI MI Negeri 3 Academic Years
2022/2023
525 2, 2., January 2023
application of the Buzz group method teaching model can improve the teaching and learning
process so that the learning objectives can be achieved.
B. Discussion
1. Completeness of Students' Speaking Ability
The results of this study, it shows that learning with the Buzz group Method has a positive
impact in improving student learning achievement. This can be seen from the increasingly
stable understanding of students to the material presented by the teacher (learning completion
increases from cycles I, II, and III) which are 63%, 76%, 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 teaching and learning process was obtained
by applying the Buzz group method 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 learning process of the Qur'an
Hadith with the most dominant Buzz group method teaching model, namely, 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 the contextual teaching model of the Buzz group 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
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 Buzz group learning methods can improve the quality of learning the
Qur'an Hadith.
2. Learning with the Buzz group 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 (63%), cycle II (76%), cycle III (100%).
3. Teaching model Buzz group learning methods can make students feel themselves to
have 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 Buzz group learning method has a positive
influence, which can increase student learning creativity.
Suggestion
From the results of the research obtained from the previous description so that the teaching
and learning process of the Qur'an Hadith is more effective and provides more optimal results
for students, the following suggestions are submitted:
Implementation of Buzz Group Strategy Learning to Improve Students' Understanding of the Virtues of Giving
to the Lessons of the Qur'an Hadith in Class VI MI Negeri 3 Academic Years 2022/2023
526 2, 2., January 2023
1. To implement the teaching model The Buzz group learning method requires careful
preparation, so teachers must be able to determine or choose topics that can really be
applied to learning with the Buzz group learning method 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 further research, because the results of this study were only carried
out at MIN 3 Jakarta for the 2022/2023 academic year.
4. For similar research, improvements should be made to obtain better results.
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