P-ISSN: 2827-9832
E-ISSN: 2828-335x
http://ijsr.internationaljournallabs.com/index.php/ijsr
536
IMPLEMENTATION OF COOPERATIVE SCRIPT LEARNING IN AN
EFFORT TO IMPROVE THEMATIC LEARNING OUTCOMES
THEME 3 DAILY TASKS SUBTHEME 1 MY DAILY TASKS AT HOME
IN GRADE II STUDENTS OF MI NEGERI 3 JAKARTA ACADEMIC
YEAR 2022/2023
Rochmani
Madrasah Ibtidaiyah Negeri 3 Jakarta
syifarochmani@gmail.com
ABSTRACT
This study used three rounds of action research. Each round consists of four stages, namely: design, activity
and observation, reflection, and revision. The target of this study was Grade II, students. The data obtained
are in the form of formative test results, and observation sheets for teaching and learning activities.
This research is based on the following problems: (a) Does Cooperative Script affect Thematic learning
outcomes in Grade II Students? (b) How high is the level of mastery of Thematic subject matter in Grade II
Students?
The objectives of this study are: (a) To uncover the influence of Cooperative Script on Thematic learning
outcomes in Grade II Students. (b) Want to know how far the understanding and mastery of Thematic
subjects in Grade II Students is.
From the results of the analysts, it was found that student learning achievement increased from cycle I to
cycle III, namely, cycle I (64%), cycle II (78%), and cycle III (100%).
The conclusion of this study is that the Cooperative Script method can have a positive effect on the learning
motivation of Grade II Students and this learning model can be used as an alternative Thematic Theme 2
Events in Life Sub Theme 1 Various Events in Life.
Keywords: thematic cooperative script, learning, effectiveness
This article is licensed under CC BY-SA 4.0
INTRODUCTION
The development of Indonesia's education system seems to be experiencing chaos (Badrus,
n.d.). Education is still not very successful in creating reliable human resources let alone
creating the quality of the nation. To the extent that many people believe that this prolonged
multidimensional crisis has resulted in the failure of the education system in Indonesia. No
formula has yet been successfully invented to overcome the clutter, as many do not realize that
to reduce the clutter itself must find its base end.
So the problem in our educational world is increasingly resembling the interweaving of
tangled threads. According to Nurhadi and Agus Senduk, there are three mainstreams that need
to be highlighted, namely curriculum renewal, improving the quality of learning, and learning
effectiveness. The educational curriculum must be comprehensive to social dynamics,
relevant, not overloaded, and able to accommodate diverse needs and technological advances
(Rahman & Khairi, 2018). The quality of learning must be improved to improve the quality of
educational outcomes.
Micro-wise, an effective learning strategy or approach must be found in the classroom,
which further empowers the potential of students. These three things must be applied
stimultaneously and balanced if we want our human resources to be better in the future.
Implementation of Cooperative Script Learning in an Effort to Improve Thematic Learning
Outcomes Theme 3 Daily Tasks Subtheme 1 my Daily Tasks at Home in Grade II Students of MI
Negeri 3 Jakarta Academic Year 2022/2023
537 2, 2., January 2023
In this case, the author is more inclined to highlight the third aspect, namely the
effectiveness of learning methods. The effectiveness of the use of learning methods is very
important, because when viewed from reality by education practitioners to this day it greatly
affects the output and quality of students.
Many studies have proven that it turns out that the potential possessed by the human brain
is really extraordinary. But unfortunately, that potential only remains potential. Most humans
still can't use it and take advantage of the greatness of the brain's potential. Some of us do not
know and do not understand how to motivate the potential contained in the brain. Fatally, the
potential is not motivated but instead closed tightly so that the potential is not actual.
For successful learning, educators have a very important role (Kebol & Yusta, 2019).
Educators must have a variety of abilities including, equipping themselves with a variety of
knowledge, skills, and managing teaching and learning programs, managing classes, using
media, mastering educational foundations, managing teaching and learning interactions,
assessing student achievement, serving guidance and counseling and choosing the right
teaching and learning method (Mustafa et al., 2021). So the learning method is one of the
factors or components of education that greatly determines the success or failure of learning.
An educator must be able to guide, direct, and create student learning conditions (Hasma,
2017). To achieve this, teachers should try to reduce lecture methods and start developing other
methods that can actively engage students. Learning requires mental involvement and the
actions of the learner himself. Learning activities will be active if students carry out learning
activities that must be done.
They use their brains to study the ideas of solving various problems and apply what they
learn. Active learning can be seen from two aspects, namely in terms of students, which means
that active learning is a process of activities carried out by students in the context of learning.
This activity can be in the form of physical, mental, or both activities. There is also a greater
emphasis on mental liveliness, although to achieve this goal requires the direct involvement of
various physical activities.
Teachers are free variables that are thought to affect the quality of teaching (Juandi &
Sontani, 2017). It is quite reasonable why teachers have a dominant influence on the quality
of learning, because teachers are directors and actors in the teaching process. The professional
competence of teachers is very dominant in influencing the quality of learning. The
competencies referred to are the basic abilities possessed by the teacher, both cognitive
(intellectual) fields such as mastery of materials, areas of attitude such as loving their
profession, and behavioral areas such as teaching skills, the use of learning methods, assessing
student learning outcomes and others.
From the foregoing it is clear that the teaching method affects the quality of learning. Poor
teacher teaching methods will affect good student learning as well. Poor teaching methods can
occur for example because the teacher lacks preparation and lacks mastery of the lesson
material so that the teacher presents it unclearly or the teacher's attitude towards students and
or towards the subject itself is not good, so that students are less happy with the lesson or the
teacher.
This condition is due to the fact that the learning approach used by the teacher is still
characterized by a structural approach with the lecture method, so that students are less able to
Implementation of Cooperative Script Learning in an Effort to Improve Thematic Learning Outcomes Theme
3 Daily Tasks Subtheme 1 my Daily Tasks at Home in Grade II Students of MI Negeri 3 Jakarta Academic
Year 2022/2023
538 2, 2., January 2023
re-express the content of the material. Based on the reality of the field, it is necessary to apply
a cooperative script learning model that can help improve students' ability to listen to the news.
The use of cooperative script learning models can improve student learning processes in
learning which in turn is expected to improve student learning outcomes. The importance of
the cooperative script learning model because this learning model has a strategic role in efforts
to boost student learning outcomes. In its application, teachers adjust to the conditions of
student needs, so that teachers are expected to be able to deliver material appropriately without
causing students to experience boredom.
METHOD
This research is an action research, because the research is carried out to solve learning
problems in the classroom (Mulyatiningsih, 2015). This research also includes descriptive
research, because it describes how a learning technique is applied and how the desired results
can be achieved (Najamuddin, 2020).
According to Oja and Sumarjan (in Titik Sugiarti, 1997: 8) grouping action research into
four types, namely, (a) teachers as researchers; (b) collaborative action research; (c)
simultaneously integrated; (d) experimental social administration.
In this action research using the form of a teacher as a researcher, the person in full charge
of this research is the teacher. The main objective of this action research is to improve learning
outcomes in the classroom where teachers are fully involved in research ranging from planning,
action, observation, and reflection.
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 observation of the processing of the active
learning methods model reviewing the difficulties in the subject matter, and formative tests.
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 knowing the
learning achievements achieved by students as well as obtaining student responses to learning
activities and student activities during the learning process.
RESULTS AND DISCUSSION
The research data obtained are in the form of trial results of question items, observation data
in the form of observations on the management of cooperative script active learning methods
Implementation of Cooperative Script Learning in an Effort to Improve Thematic Learning
Outcomes Theme 3 Daily Tasks Subtheme 1 my Daily Tasks at Home in Grade II Students of MI
Negeri 3 Jakarta Academic Year 2022/2023
539 2, 2., January 2023
and observations of student and teacher activities at the end of learning, and student formative
test data in each cycle.
The test result data of the question item items is used to get a test that really represents what
is desired. These data are then analyzed for the level of validity, reliability, degree of difficulty,
and differentiating power.
The observation sheet data is taken from two observations, namely observation data on the
management of the Cooperative Script active learning method which is used to determine the
influence of the application of the Cooperative Script active learning method in improving
student learning achievement, and data on observing student and teacher activities.
Formative test data to determine the improvement in student learning achievement after
applying the active learning method Cooperative Script.
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 50 questions, 20 invalid
questions were obtained, and 30 valid question weres. The results of the validity of the
questions are summarized in the table below
Table 1. Valid and Invalid Questions Student Formative Test
Valid Questions
Invalid Problem
5, 6, 7, 9, 12, 13, 14, 17, 19, 21, 23, 25, 27, 28, 29,
30, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44,
45
1, 2, 3, 4, 8, 10, 11, 15, 16, 18,
20, 22, 24, 38, 39, 46, 47, 48, 49, 50
2. Reliability
Questions that have met the validity requirements are tested for reliability. From the
calculation results obtained the coefficient of reliability r
11
of 0.754. This price is greater than
the price of r product moment. For the number of students (N = 27) with r (95%) = 0.381. 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 out of the 50 questions tested, there were:
- 25 easy questions
- 15 medium questions
- 10 difficult questions
4. Differentiating Power
A differentiating power analysis is carried out to determine the ability of the question to
distinguish high-ability students from low-ability students.
From the results of the differentiating power analysis, 18 questions were obtained, with
enough 22 questions, 8 questions with good criteria, and 2 questions with bad questions. Thus,
Implementation of Cooperative Script Learning in an Effort to Improve Thematic Learning Outcomes Theme
3 Daily Tasks Subtheme 1 my Daily Tasks at Home in Grade II Students of MI Negeri 3 Jakarta Academic
Year 2022/2023
540 2, 2., January 2023
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 in
September 2022 in Class II with a total of 14 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
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
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
Implementation of Cooperative Script Learning in an Effort to Improve Thematic Learning
Outcomes Theme 3 Daily Tasks Subtheme 1 my Daily Tasks at Home in Grade II Students of MI
Negeri 3 Jakarta Academic Year 2022/2023
541 2, 2., January 2023
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.
The next observation results are the activities of teachers and students as in the following
table:
Table 4.2. Learning Management in Cycle I
No
Observed Activity of the Master
Percentage
1
2
3
4
5
6
7
8
9
Delivering goals
Motivate students
Relate to previous lessons
Delivering material/steps/strategies
Explaining difficult material
Guiding and observing students in discovering concepts
Have students present and discuss the results of the activity
Provide feedback
Guiding students to summarize lessons
5,0
8,3
8,3
6,7
13,3
21,7
10,0
18,3
8,3
No
Observed student activity
Percentage
1
2
3
4
5
6
7
8
9
Listening/paying attention to the teacher's explanation
Read a book
Work with fellow group members
Discussion between students / between students and
teachers
Presenting learning outcomes
Presenting/ responding to questions/ ideas
Writing relevant to KBM
Summarizing learning
Take an evaluation test
22,5
11,5
18,7
14,4
2,9
5,2
8,9
6,9
8,9
Based on the table above, it appears that the most dominant teacher activity in the first
cycle is guiding and observing students in finding concepts, which is 21.7%. Other activities
whose presentations are quite large are giving feedback/evaluation, questions, and answers,
and explaining difficult material, which is 13.3% each. Meanwhile, the most dominant student
activity is to do/pay attention to the teacher's explanation, which is 22.5%. Other activities
whose presentations are quite large are working with fellow group members, discussions
between students / between students and teachers, and reading books, namely 18.7% 14.4 and
11.5%, respectively.
Implementation of Cooperative Script Learning in an Effort to Improve Thematic Learning Outcomes Theme
3 Daily Tasks Subtheme 1 my Daily Tasks at Home in Grade II Students of MI Negeri 3 Jakarta Academic
Year 2022/2023
542 2, 2., January 2023
In the first cycle, the outline of teaching and learning activities with the cooperative learning
method of the Cooperative Script model has been implemented well, although the role of the
teacher is still quite dominant to provide explanations and directions because the model is still
felt to be new by students.
Table 4.3. Test Scores on Formative Cycle I
No
Student Name
Civics
BI
IPA
IPS
Value
Information
T
TT
1
ABRIZAN
WAVI F
80
89
90
83
86
√
2
ANINDITA
APRILIA
80
89
90
83
86
√
3
AQYLA
MAULIDA
AZZAHRA
80
89
90
83
86
√
4
ARSAKHA
JAVIER
MARZUKI
80
89
90
83
86
√
5
GIBRAN
PRAWIRA
60
69
70
63
66
√
6
KALINDA
GEMALA
ARIANTI
80
89
90
83
86
√
7
LAQIFA
SYAAFINAKHI'
A WIDAYAWAN
80
89
90
83
86
√
8
MUHAMMAD
ADRIAN
PRIMARY
60
69
70
63
66
√
9
M. AFIF AL
ABRIZAMS
90
99
100
93
96
√
10
MUHAMMAD
ARJUNA
BIMANTARA
60
69
70
63
66
√
Implementation of Cooperative Script Learning in an Effort to Improve Thematic Learning
Outcomes Theme 3 Daily Tasks Subtheme 1 my Daily Tasks at Home in Grade II Students of MI
Negeri 3 Jakarta Academic Year 2022/2023
543 2, 2., January 2023
11
M. HAIDAR
HARTOYO
80
89
90
83
86
√
12
SHINTA HAMDA
SAKHIA
78
87
88
81
84
√
13
YUMNA NAJMA
ORLIN
60
69
70
63
66
√
14
JOSEPH SON OF
RAMADAN
60
69
70
63
66
√
Sum
1112
9
5
Total Score 1112
Total Score Mask. Ideal 1400
% Score Reached 64
Description: T: Complete
TT: Incomplete
Number of completed students: 9
Number of students who have not yet completed: 5
Classical: Incomplete
Table 4.4. Distribution of Student Formative Test Results in Cycle I
No
Description
Cycle I Results
1
2
3
The average score of the formative test
Number of students who have completed their
studies
Percentage of learning completion
79
9
64
From the table above, it can be explained that by applying the active learning method
cooperative script, the average score of student learning achievement is 79 and the
completeness of learning reaches 64% or there are 9 students out of 14 students who have
completed learning. These results show that in the first cycle, classically students have not
completed the learning, because students who get a score of ≥ 65 are only 69% less than the
desired percentage of completion of 85%. This is because many students forget the subject
matter that has been taught for almost a semester.
2. Cycle II
a. Planning stage
At this stage, researchers prepare a learning tool consisting of lesson plan 2, formative test
questions II and supporting teaching tools.
b. Stage of activity and implementation
Implementation of Cooperative Script Learning in an Effort to Improve Thematic Learning Outcomes Theme
3 Daily Tasks Subtheme 1 my Daily Tasks at Home in Grade II Students of MI Negeri 3 Jakarta Academic
Year 2022/2023
544 2, 2., January 2023
The implementation of teaching and learning activities for cycle II will be carried out on
September 20, 2022, in Class II with a total of 14 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 problems or shortcomings in cycle I do not repeat themselves 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 4.1. Learning Management in Cycle II
No
Observed aspects
Valuation
Average
P1
P2
I
KBM observations
A. Introduction
1. Motivate students
2. Delivering learning objectives
3. Connect with previous lessons
4. Organize students in study groups
3
3
3
4
3
3,5
B. Core activities
1. Presenting the steps of the cooperative
learning method
2. Guiding students to do activities
a. Practicing cooperative skills
b. Keep an eye on each group in turns
c. Providing assistance to groups
experiencing difficulties
3
4
4
4
3
4
4
4
4
3
3,5
4
4
4
3
C. Cover
1. Guiding students to make summaries
2. Provide evaluation
3
4
4
4
3,5
4
II
Time Management
3
3
2
III
Class Enthusiasm
1. Enthusiastic students
2. Anti-semitic teacher
4
4
3
4
3,5
4
Sum
41
43
42
Description: Value: Criteria
1. : Bad
2. : Not Good
3. : Good Enough
4. : Good
Implementation of Cooperative Script Learning in an Effort to Improve Thematic Learning
Outcomes Theme 3 Daily Tasks Subtheme 1 my Daily Tasks at Home in Grade II Students of MI
Negeri 3 Jakarta Academic Year 2022/2023
545 2, 2., January 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 of the
Cooperative Script model, 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 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 cooperative
learning method of the Cooperative Script model, 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.
The following are presented the results of observations of teacher and student activities:
Table 4.2. Teacher and Student Activities in Cycle II
No
Observed Activity of the Master
Percentage
1
2
3
4
5
6
7
8
9
Delivering goals
Motivate students
Relate to previous lessons
Delivering material / steps / strategies
Explaining difficult material
Guiding and observing students in discovering concepts
Have students present and discuss the results of the activity
Provide feedback
Guiding students to summarize lessons
6,7
6,7
6,7
11,7
11,7
25,0
8,2
16,6
6,7
No
Observed student activity
Percentage
1
2
3
4
5
6
7
8
9
Listening / paying attention to the teacher's explanation
Read a book
Work with fellow group members
Discussion between students / between students and
teachers
Presenting learning outcomes
Presenting/ responding to questions/ ideas
Writing relevant to KBM
Summarizing learning
Take an evaluation test
17,9
12,1
21,0
13,8
4,6
5,4
7,7
6,7
10,8
By table, I above, seem that the Activities the most teachers Dominant in cycle II be
guiding and Observing students deep Determine concept that is 25%. If Than with cycle I,
activity in experience Increased. Activity teachers who experience Decline be given bait
return/Evaluation/Ask answer (16,6%), and me explain the material that is difficult (11,7).
Request student Discuss and Serves result Activities (8.2%), and Guide student to Summarize
lesson (6,7%).
Implementation of Cooperative Script Learning in an Effort to Improve Thematic Learning Outcomes Theme
3 Daily Tasks Subtheme 1 my Daily Tasks at Home in Grade II Students of MI Negeri 3 Jakarta Academic
Year 2022/2023
546 2, 2., January 2023
Meanwhile, the most dominant student activity in cycle II is working with fellow group
members, namely (21%). When compared to cycle I, this activity has increased. Student
activities that experienced a decrease were listening/paying attention to the teacher's
explanation (17.9%). Discussions between students and teachers (13.8%), writing relevant to
KBM (7.7%) and summarizing learning (6.7%). The student activities that experienced an
increase were reading books (12.1%), presenting learning outcomes (4.6%), responding /
asking questions / ideas (5.4%), and taking evaluation tests (10.8%)
Table 4.3. Formative Test Scores In Cycle II
No
Student Name
Civics
BI
IPA
IPS
Value
Information
T
TT
1
ABRIZAN WAVI
F
90
89
90
83
88
√
2
ANINDITA
APRILIA
80
89
90
83
86
√
3
AQYLA
MAULIDA
AZZAHRA
80
89
90
90
87
√
4
ARSAKHA
JAVIER
MARZUKI
80
89
90
83
86
√
5
GIBRAN
PRAWIRA
60
69
70
63
66
√
6
KALINDA
GEMALA
ARIANTI
90
89
90
90
90
√
7
LAQIFA
SYAAFINAKHI'A
WIDAYAWAN
80
89
90
83
86
√
8
MUHAMMAD
ADRIAN
PRIMARY
60
69
70
63
66
√
9
M. AFIF AL
ABRIZAMS
90
99
100
93
96
√
Implementation of Cooperative Script Learning in an Effort to Improve Thematic Learning
Outcomes Theme 3 Daily Tasks Subtheme 1 my Daily Tasks at Home in Grade II Students of MI
Negeri 3 Jakarta Academic Year 2022/2023
547 2, 2., January 2023
10
MUHAMMAD
ARJUNA
BIMANTARA
80
69
70
80
75
√
11
M. HAIDAR
HARTOYO
90
89
90
90
90
√
12
SHINTA HAMDA
SAKHIA
78
87
88
90
86
√
13
YUMNA NAJMA
ORLIN
60
69
70
63
66
√
14
JOSEPH SON OF
RAMADAN
80
69
70
80
75
√
Sum
1143
11
3
Total Score 1143
Total Score Mask. Ideal 1400
% Score Reached 78
Description:
T : Complete
TT : Incomplete
Number of completed students : 11
Number of students who have not completed : 3
Classical : Incomplete
Table 4.4. Distribution of 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
81
11
78
From the table above, it is obtained that the average score of student learning achievement
is 81 and learning completion reaches 78% or there are 11 students out of 14 students who have
completed learning. These results show that in this cycle II the completeness of classical
learning has improved slightly better than cycle I. There is an increase in student learning
outcomes because students have begun to repeat the lessons they have received so far so some
students have remembered the meter that has been taught by the teacher.
Implementation of Cooperative Script Learning in an Effort to Improve Thematic Learning Outcomes Theme
3 Daily Tasks Subtheme 1 my Daily Tasks at Home in Grade II Students of MI Negeri 3 Jakarta Academic
Year 2022/2023
548 2, 2., January 2023
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 will be carried out on
September 25, 2022 in Class II with a total of 14 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 4.1. 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
3
4
3
4
3
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
3
4
4
4
3,5
3
C. Cover
1. Guiding students to make summaries
2. Provide evaluation
4
4
4
4
4
4
II
Time Management
3
3
3
III
Class Enthusiasm
1. Antusia students
2. Anti-semitic teacher
4
4
4
4
4
4
Sum
45
44
44,5
Description: Value : Criteria
1. : Not Good
2. : Not Good
Implementation of Cooperative Script Learning in an Effort to Improve Thematic Learning
Outcomes Theme 3 Daily Tasks Subtheme 1 my Daily Tasks at Home in Grade II Students of MI
Negeri 3 Jakarta Academic Year 2022/2023
549 2, 2., January 2023
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 cooperative learning method of the
Cooperative Script model 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 cooperative learning method of the
Cooperative Script model is expected to be successful as much as possible.
Table 4.2. Teacher and Student Activities in Cycle III
No
Observed Activity of the Master
Percentage
1
2
3
4
5
6
7
8
9
Delivering goals
Motivate students
Relate to previous lessons
Delivering material/steps / strategies
Explaining difficult material
Guiding and observing students in discovering concepts
Have students present and discuss the results of the activity
Provide feedback
Guiding students to summarize lessons
6,7
6,7
10,7
13,3
10,0
22,6
10,0
11,7
10,0
No
Observed student activity
Percentage
1
2
3
4
5
6
7
8
9
Listening / paying attention to the teacher's explanation
Read a book
Work with fellow group members
Discussion between students / between students and
teachers
Presenting learning outcomes
Presenting/ responding to questions/ ideas
Writing relevant to KBM
Summarizing learning
Take an evaluation test
20,8
13,1
22,1
15,0
2,9
4,2
6,1
7,3
8,5
Based on the table above, it appears that the most dominant teacher activity in cycle III
was guiding and observing students in finding concepts, namely 22.6%, while the activity of
explaining difficult material and giving feedback / evaluation / question and answer decreased
by (10%), and (11.7%), respectively. Other activities that experienced improvement were
relating to previous lessons (10%), presenting material/strategies/steps (13.3%), having
students present and discuss the results of activities (10%), and guiding students to summarize
lessons (10%). The activities that do not experience change are conveying goals (6.7%) and
motivating students (6.7%).
Meanwhile, the most dominant student activities in cycle III were working with fellow
group members, namely (22.1%) and listening/paying attention to the teacher's explanation
Implementation of Cooperative Script Learning in an Effort to Improve Thematic Learning Outcomes Theme
3 Daily Tasks Subtheme 1 my Daily Tasks at Home in Grade II Students of MI Negeri 3 Jakarta Academic
Year 2022/2023
550 2, 2., January 2023
(20.8%), the activities that experienced an increase were reading student books (13.1%) and
discussions between students / between students and teachers (15.0%). Meanwhile, other
activities have decreased.
Table 4.3. Formative Test Scores In Cycle III
No
Student Name
Civics
BI
IPA
IPS
Value
Information
T
TT
1
ABRIZAN
WAVI F
90
89
90
83
88
√
2
ANINDITA
APRILIA
80
89
90
83
86
√
3
AQYLA
MAULIDA
AZZAHRA
80
89
90
90
87
√
4
ARSAKHA
JAVIER
MARZUKI
80
89
90
83
86
√
5
GIBRAN
PRAWIRA
80
89
90
90
87
√
6
KALINDA
GEMALA
ARIANTI
90
89
90
90
90
√
7
LAQIFA
SYAAFINAK
HI'A
WIDAYAWA
N
80
89
90
83
86
√
8
MUHAMMAD
ADRIAN
PRIMARY
80
80
80
80
80
√
9
M. AFIF AL
ABRIZAMS
90
99
100
93
96
√
Implementation of Cooperative Script Learning in an Effort to Improve Thematic Learning
Outcomes Theme 3 Daily Tasks Subtheme 1 my Daily Tasks at Home in Grade II Students of MI
Negeri 3 Jakarta Academic Year 2022/2023
551 2, 2., January 2023
10
MUHAMMAD
ARJUNA
BIMANTARA
80
89
90
90
87
√
11
M. HAIDAR
HARTOYO
90
89
90
90
90
√
12
SHINTA
HAMDA
SAKHIA
78
87
88
90
86
√
13
YUMNA
NAJMA
ORLIN
80
69
80
80
77
√
14
JOSEPH SON
OF
RAMADAN
100
100
90
83
93
√
Sum
1219
14
0
Total Score 1219
Total Score Mask. Ideal 1400
% Score Reached 100
Description:
T : Complete
TT : Incomplete
Number of completed students : 14
Number of students who have not yet completed : 0
Classical : Complete
Table 4.4. Distribution of Student Formative Test Results in Cycle III
No
Description
Cycle III Results
1
2
3
Average score of formative test
Number of students who have completed their
studies
Percentage of learning completion
87
14
100
Based on the table above, the average score of the formative test was obtained at 87 and
from 14 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 in cycle II. The increase in learning outcomes in cycle III is
influenced by student efforts to relearn the teaching material that has been delivered by the
Implementation of Cooperative Script Learning in an Effort to Improve Thematic Learning Outcomes Theme
3 Daily Tasks Subtheme 1 my Daily Tasks at Home in Grade II Students of MI Negeri 3 Jakarta Academic
Year 2022/2023
552 2, 2., January 2023
teacher. In addition, students also feel that learning to repeat this is also in preparation for the
final exam which is approaching its time.
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 the active learning method of Cooperative Script.
From the data that has been obtained, it can be described as follows:
1. During the teaching and learning process the teacher has carried out all the learning well.
Although there are some aspects that are rudimentary, but the percentage of their
implementation for each of them is quite large.
2. Based on the observational data, it is known that students are active during the learning
process.
3. Deficiencies in previous cycles have improved and improved so that they become better.
4. Siswsa's learning outcomes in cycle III reached completion.
d. Revised Implementation
In cycle III, teachers have applied the active learning method of Cooperative Script 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 already exists
with the aim that in the implementation of the teaching and learning process then the
application of the Cooperative Script active learning method 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 the thematic learning of Theme 3 Daily Tasks
Subtheme 1 My Daily Tasks at home has a positive impact in improving student learning
achievement. This can be seen from the increasingly stable understanding of students with the
material presented by the teacher to face the final exam (learning completion increases from
skus I, II, and III) which are 64%, 78%, and 100%, respectively. In cycle III, the completion
of student learning has been classically achieved.
2. Teacher's Ability to Manage Learning
Based on data analysis, student activity in the process of active learning methods of
Cooperative Script in each cycle has increased. This has a positive impact on student learning
achievement, which can be shown by increasing 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 were obtained in the learning process Thematic
Theme 3 Daily Tasks Subtheme 1 My Daily Tasks at home, it can be said that student activities
can be categorized as active.
As for the activities of teachers during learning, they have carried out the learning steps
well. This can be seen from the teacher's activities that appear, including guiding and observing
students in doing learning activities, explaining, giving feedback / evaluation / question and
answer where the percentage for the above activities is quite large.
Implementation of Cooperative Script Learning in an Effort to Improve Thematic Learning
Outcomes Theme 3 Daily Tasks Subtheme 1 my Daily Tasks at Home in Grade II Students of MI
Negeri 3 Jakarta Academic Year 2022/2023
553 2, 2., January 2023
CONCLUSION
From the results of learning activities that have been carried out for three cycles, and based
on all discussions and analyzes that have been carried out, it can be concluded as follows:
1. Learningwith the Cooperative Script active learning method has a positive impact in
improving student learning achievement which is characterized by an increase in student
learning completeness in each cycle, namely cycle I (64%), cycle II (78%), cycle III (100%).
2. The application of the Cooperative Script active learning method has a positive influence,
which can increase student learning motivation which is shown by the average student's
answer stating that students are interested and interested in the active learning method of
Cooperative Script so that they become motivated to learn.
3. The application of the active learning method of Cooperative Script is effective to remind
students of the teaching materials that have been received so far, so that they feel ready to
face the final exam that will be held soon.
Suggestion
From the results of the research obtained from the previous description so that the teaching
and learning process Thematic Theme 3 Daily Tasks Subtheme 1 My Daily Tasks at home is
more effective and provides more optimal results for students, the following suggestions are
conveyed:
1. To carry out the Cooperative Script active learning method requires careful preparation, so
the teacher must be able to determine or choose a topic that can really be applied with the
active learning method Cooperative Script teaching and learning process so that optimal
results are obtained.
2. In order to improve student learning achievement, teachers should more often train students
with a variety of appropriate teaching methods, albeit to a modest degree, 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
in min 3 Jakarta for the 2022/2023 academic year.
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