P-ISSN: 2827-9832
E-ISSN: 2828-335x
http://ijsr.internationaljournallabs.com/index.php/ijsr
846
EFFORTS TO IMPROVE THEMATIC LEARNING ACHIEVEMENT
MATERIAL THEME 5 MY EXPERIENCE SUB THEME 2 MY
EXPERIENCE WITH FRIENDS BY APPLYING THE LEARNING BY
DOING LEARNING MODEL TO STUDENTS OF GRADE I MI NEGERI
3 JAKARTA ACADEMIC YEAR 2021/2022
Nurhayati
Kementerian Agama Kota Jakarta Timur
nurhayatiemak2019@gmail.com
ABSTRACT
This research is based on the following problems: (a) Does learning by doing affect Thematic learning
achievement in Grade I Students? (b) How high is the level of mastery of Thematic subject matter with the
application of learning by doing learning methods to Grade I Students?
The objectives of this study are: (a) To uncover the flow of learning by doing on Thematic learning
achievement in Grade I Students. (b) Want to know how far the understanding and mastery of Thematic
subjects after the application of learning by doing learning to Grade I Students. This study used three
rounds of action research. Each round consists of four stages, namely: design, activity and observation,
reflection, and refisi. The target of this study was Grade I students . The data obtained are in the form of
formative test results, 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
(64%), cycle II (75%), cycle III (100%).
The conclusion of this research is that the learning by doing method can have a positive effect on the
learning motivation of Grade I students, and this learning model can be used as a thematic alternative
Keywords: thematic, learning, learning achievements
This article is licensed under CC BY-SA 4.0
INTRODUCTION
In education curriculum development is indispensable (Azis, 2018). This is related to the
learning orientation of the ever-evolving time. The need for learning that applies the current
model and is oriented towards learning for life is very necessary (Pitrianis, 2022). 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 achieving the material. The model provides a framework for
determining choices (Subakti et al., 2021). Mastering various models is beneficial in certain
learning situations (Senko & Miles, 2008).
As Utami Munandar quoted in his book Development of Creativity of Gifted Children,
Talents and stated that not only do academic talents need to be nurtured and valued in schools,
in his model six talents can be distinguished that can be developed in schools (Munandar,
2016). As stated in the curriculum guide, the program is structured to teach academic content,
creativity, planning skills, communication, prediction, and decision-making Taylor (Muhajir
& Moleong, n.d.)
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 (Aziz & Anwar, 2016). A good school will prioritize learning comfort for its students,
Efforts to Improve Thematic Learning Achievement Material Theme 5 my Experience Sub Theme
2 My Experience with Friends by Applying the Learning by Doing Learning Model to Students of
Grade I MI Negeri 3 Jakarta Academic Year 2021/2022
847 2, 3., February 2023
therefore teachers have a great impact, not only on children's educational performance but also
on attitudes (Fatah, 2020) .
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 (Ruijs & Peetsma, 2009).
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.
Based on the background and description above, the author will write a thesis with the
title: " Efforts to Improve Thematic Learning Achievement Material Theme 5 My Experience
Sub Theme 2 My Experience with Friends By Applying the Learning By Doing Learning
Model to Students of Class I MI Negeri 3 Jakarta Academic Year 2021/2022
METHOD
PTK can assist in the development of teacher competencies in solving problems (Fitria et
al., 2019). In PTK, learning includes the quality of content, efficiency, and effectiveness of
learning, processes, and student learning outcomes, as well as improving learning abilities will
have an impact on improving the personal, social, and professional competence of teachers
(Asminarseh, 2018).
Lewin (in Prendergast, 2002:2) expressly states, that classroom action research is a way
for teachers to organize learning based on their own experiences or their experiences
collaborating with other teachers. Meanwhile, Calhoun and Glanz (in Prendergast, 2002:2)
state that classroom action research is a method to empower teachers who are able to support
school creative performance. In addition, Prendergast (2002:3) also states, that classroom
action research is a vehicle for teachers to systematically reflect and act in their teaching to
improve student learning processes and outcomes.
Cole and Knowles (Prendergast (2002:3-4) state that classroom action research can lead
teachers to collaborate, reflect, and ask questions with each other with the aim of not only
teaching programs and methods, but also helping teachers develop personal relationships.
Knowles' statement is also supported by Noffke (Prendergast (2002:5), that classroom action
Efforts to Improve Thematic Learning Achievement Material Theme 5 my Experience Sub Theme 2 My
Experience with Friends by Applying the Learning by Doing Learning Model to Students of Grade I MI Negeri
3 Jakarta Academic Year 2021/2022
848 2, 3., February 2023
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
A. Research Design
According to his understanding, action research is research on things that happen in a
group of people or targets, and the results can be directly imposed on the community concerned
(Arikunto, 1993). The main characteristic or characteristic in action research is the participation
and collaboration between researchers and members of the target group. Action research is a
problem-solving strategy that utilizes concrete actions in the form of an invovative
development process that is tried on the go in detecting and solving problems. In the process,
the parties involved in such activities can support each other.
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. 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.
B. Research Instruments
The instruments used in this study consisted of:
1. Syllabus
2. Lesson Plan (RP)
3. Student Activity Sheet
4. Formative tests
a. Test Validity
b. Reliability
c. Level of Hardship
d. Differentiating Power
C. 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.
D. Data Analysis Techniques
To find out the effectiveness of a method in learning activities, it is necessary to conduct
data analysis. In this study using qualitative descriptive analysis techniques, which is a research
method that describes reality or facts in accordance with the data obtained with the aim of
knowing the learning achievements achieved by students as well as to obtain student responses
to learning activities and student activities during the learning process.
RESULTS AND DISCUSSION
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:
Efforts to Improve Thematic Learning Achievement Material Theme 5 my Experience Sub Theme
2 My Experience with Friends by Applying the Learning by Doing Learning Model to Students of
Grade I MI Negeri 3 Jakarta Academic Year 2021/2022
849 2, 3., February 2023
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
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, 2021 in Class I with a total of 29 students. In this case the researcher acts as a teacher.
The teaching and learning process refers to the lesson plan that has been prepared. Observation
(observation) is carried out in conjunction with the implementation of teaching and learning
At the end of the teaching and learning process, students are given a formative test I with
the aim of knowing the level of student success in the teaching and learning process that has
been carried out. The data from the research results in the first cycle are as follows:
Efforts to Improve Thematic Learning Achievement Material Theme 5 my Experience Sub Theme 2 My
Experience with Friends by Applying the Learning by Doing Learning Model to Students of Grade I MI Negeri
3 Jakarta Academic Year 2021/2022
850 2, 3., February 2023
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
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
SBDP
PJOK
Mat
Average2
Information
T
1
Adila Misha
Malika
61
71
67
61
58
64
Efforts to Improve Thematic Learning Achievement Material Theme 5 my Experience Sub Theme
2 My Experience with Friends by Applying the Learning by Doing Learning Model to Students of
Grade I MI Negeri 3 Jakarta Academic Year 2021/2022
851 2, 3., February 2023
No
Name
Student
Civics
BI
SBDP
PJOK
Mat
Average2
Information
T
2
Adinata
Ridho
Pratama
80
90
86
80
77
83
√
3
Adistia
Tallulah
Kamania
63
73
69
63
60
66
4
Arli Son of
Desiantoro
76
86
82
76
73
79
√
5
Aydin
Odayaka
Belle
85
95
91
85
82
88
√
6
Daffa Hafidz
Al Ambya
90
10
0
96
90
87
93
√
7
Anticipated
Rania
Sakhavani
60
70
66
60
57
63
8
Evelyn
Jasmine
Arianto
Poetri
73
83
79
73
70
76
√
9
Ghania
Alzena
80
90
86
80
77
83
√
10
Gibran
Prawira
74
84
80
74
71
77
√
11
Keanu Al
Fatih
Irdiawan
80
90
86
80
77
83
√
12
Kevin Azka
Son of Saleh
85
95
91
85
82
88
√
13
Kinandari
Gemala
Arianti
83
93
89
83
80
86
√
14
Miftahul
Fauzan
Arbianto
93
90
86
93
77
87
√
15
Muhammad
Abbas
Rasyid
84
94
90
84
81
87
√
Efforts to Improve Thematic Learning Achievement Material Theme 5 my Experience Sub Theme 2 My
Experience with Friends by Applying the Learning by Doing Learning Model to Students of Grade I MI Negeri
3 Jakarta Academic Year 2021/2022
852 2, 3., February 2023
No
Name
Student
Civics
BI
SBDP
PJOK
Mat
Average2
Information
T
16
Muhammad
Afif Al
Abrizams
79
89
85
79
76
82
√
17
Muhammad
Al Fatih
Evan
Qurtubi
83
93
89
83
80
86
√
18
Muhammad
Arjuna
Bimantara
90
10
0
96
90
87
93
√
19
Muhammad
Arkhan
Labib
72
82
78
72
69
75
√
20
Muhammad
Haidar
Hartoyo
81
91
87
81
78
84
√
21
Muhammad
Irfan Haidar
Ghabira
60
70
66
60
57
63
22
Muhammad
Raffi
Hermawan
55
65
61
55
52
58
23
Najwa
Kamila
Haryanto
62
72
68
62
59
65
24
Razan
Kaindra
Muhadzdzib
90
10
0
96
90
87
93
√
25
Shinta
Hamda
Sakhia
61
71
67
61
58
64
26
Shahla Irsa
Salsabila
61
71
67
61
58
64
27
Tsaqif
Almer Al
Fauzi
62
72
68
62
59
65
28
Yumna
Najma Orlin
60
70
66
60
57
63
Sum
2158
18
Ideal Maximum Number of Scores 2800
Efforts to Improve Thematic Learning Achievement Material Theme 5 my Experience Sub Theme
2 My Experience with Friends by Applying the Learning by Doing Learning Model to Students of
Grade I MI Negeri 3 Jakarta Academic Year 2021/2022
853 2, 3., February 2023
No
Name
Student
Civics
BI
SBDP
PJOK
Mat
Average2
Information
T
Total Score Reached 2158
Average score reached 77
Description: T : Complete
TT : Incomplete
Number of completed students : 18
Number of students who have not completed : 10
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
77
18
64
From the table above, it can be explained that by applying Learning By Doing Learning,
the average score of student learning achievement is 7 7and learning completion reaches 64%
or there are 18 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 64% less than the desired percentage of completion of 85%. This
is because students are new and unfamiliar with new methods applied in the teaching and
learning process.
c. Reflection
In the implementation of teaching and learning activities, information is obtained from the
results of observations as follows:
1) Teachers are not good at motivating students and at delivering learning objectives
2) Teachers are not good at managing time
3) Students are less enthusiastic during learning.
d. Fisi
The implementation of teaching and learning activities in the first cycle still has
shortcomings, so there is a need for referencing to be carried out in the next cycle.
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
Efforts to Improve Thematic Learning Achievement Material Theme 5 my Experience Sub Theme 2 My
Experience with Friends by Applying the Learning by Doing Learning Model to Students of Grade I MI Negeri
3 Jakarta Academic Year 2021/2022
854 2, 3., February 2023
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, 2021 in Class I with a total of 28 students. In this case the researcher acts as a teacher. The
teaching and learning process refers to the lesson plan by paying attention to the revisions in
cycle 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
➢ 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
➢ 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
3
4
4
4
3
➢ 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
Efforts to Improve Thematic Learning Achievement Material Theme 5 my Experience Sub Theme
2 My Experience with Friends by Applying the Learning by Doing Learning Model to Students of
Grade I MI Negeri 3 Jakarta Academic Year 2021/2022
855 2, 3., February 2023
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, 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 Muhadasah
learning method, it is hoped that students can conclude what they have learned and express
their opinions so that they will better understand what they have done.
Table 4.4. Formative Test Scores In Cycle II
No
Name
Student
Civics
BI
SBDP
PJOK
Mat
Average2
Information
T
1
Adila Misha
Malika
60
70
66
67
57
63
2
Adinata
Ridho
Pratama
88
98
94
85
85
91
√
3
Adistia
Tallulah
Kamania
78
88
84
87
75
81
√
4
Arli Son of
Desiantoro
76
86
82
90
73
79
√
5
Aydin
Odayaka
Belle
85
95
91
82
82
88
√
6
Daffa Hafidz
Al Ambya
90
10
0
96
89
87
93
√
7
Anticipated
Rania
Sakhavani
60
70
66
77
57
63
8
Evelyn
Jasmine
Arianto
Poetri
73
83
79
70
70
76
√
9
Ghania
Alzena
80
90
86
89
77
83
√
10
Gibran
Prawira
74
84
80
71
71
77
√
Efforts to Improve Thematic Learning Achievement Material Theme 5 my Experience Sub Theme 2 My
Experience with Friends by Applying the Learning by Doing Learning Model to Students of Grade I MI Negeri
3 Jakarta Academic Year 2021/2022
856 2, 3., February 2023
No
Name
Student
Civics
BI
SBDP
PJOK
Mat
Average2
Information
T
11
Keanu Al
Fatih
Irdiawan
80
90
86
77
77
83
√
12
Kevin Azka
Son of Saleh
88
98
94
87
85
91
√
13
Kinandari
Gemala
Arianti
83
93
89
85
80
86
√
14
Miftahul
Fauzan
Arbianto
93
90
86
77
77
87
√
15
Muhammad
Abbas
Rasyid
87
97
93
87
84
90
√
16
Muhammad
Afif Al
Abrizams
84
94
90
81
81
87
√
17
Muhammad
Al Fatih
Evan
Qurtubi
83
93
89
83
80
86
√
18
Muhammad
Arjuna
Bimantara
90
10
0
96
87
87
93
√
19
Muhammad
Arkhan
Labib
83
93
89
80
80
86
√
20
Muhammad
Haidar
Hartoyo
81
91
87
78
78
84
√
21
Muhammad
Irfan Haidar
Ghabira
60
70
66
67
57
63
22
Muhammad
Raffi
Hermawan
89
99
95
80
86
92
√
23
Najwa
Kamila
Haryanto
90
10
0
96
87
87
93
√
Efforts to Improve Thematic Learning Achievement Material Theme 5 my Experience Sub Theme
2 My Experience with Friends by Applying the Learning by Doing Learning Model to Students of
Grade I MI Negeri 3 Jakarta Academic Year 2021/2022
857 2, 3., February 2023
No
Name
Student
Civics
BI
SBDP
PJOK
Mat
Average2
Information
T
24
Razan
Kaindra
Muhadzdzib
60
70
66
75
57
63
25
Shinta
Hamda
Sakhia
60
70
66
57
57
63
26
Shahla Irsa
Salsabila
87
97
93
87
84
90
√
27
Tsaqif
Almer Al
Fauzi
62
72
68
62
59
65
28
Yumna
Najma Orlin
62
72
68
62
59
65
Sum
2261
21
Ideal Maximum Number of Scores 2800
Total Score Reached 2261
Average score reached 80
Description T : Complete
TT : Incomplete
Number of completed students : 21
Number of students who have not yet completed : 7
Classical : Incomplete
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
80
21
75
From the table above, it is obtained that the average score of student learning achievement
is 80 and the completion of learning reaches 75% or there are 21 students out of 28 students
who have completed learning. These results show that in this cycle II the classical completion
of learning has improved slightly better than cycle I. In addition, the ability of teachers has
begun to increase in the teaching and learning process.
c. Reflection
In the implementation of learning activities, information is obtained from the results of
observations as follows:
1) Motivate students
2) Guiding students to formulate conclusions/find concepts
3) Time management
Efforts to Improve Thematic Learning Achievement Material Theme 5 my Experience Sub Theme 2 My
Experience with Friends by Applying the Learning by Doing Learning Model to Students of Grade I MI Negeri
3 Jakarta Academic Year 2021/2022
858 2, 3., February 2023
d. Draft Revisions
The implementation of learning activities in cycle II still has shortcomings. Then there is a
need for revisions to be implemented in cycle II, including:
1) Teachers in motivating students should be able to make students more motivated during
the teaching and learning process.
2) The teacher should be closer to the student so that there is no feeling of fear in the
student either to express an opinion or to ask questions.
3) Teachers must be more patient in guiding students to formulate conclusions/find
concepts.
4) Teachers must distribute time properly so that learning activities can run as expected.
5) Teachers should add more sample questions and give students practice questions to do
in each teaching and learning activity.
3. Cycle III
a. Planning Phase
At this stage the researcher prepares a learning tool consisting of lesson plan 3, formative
test questions 3 and supporting teaching tools.
b. Stages of activity and observation
The implementation of teaching and learning activities for cycle III was carried out on May
21, 2021 in Class I with a total of 28 students. In this case the researcher acts as a teacher. The
teaching and learning process refers to the lesson plan by paying attention to the revisions in
cycle II, so that errors or shortcomings in cycle II are not repeated in cycle III. Observation
(observation) is carried out in conjunction with the implementation of teaching and learning.
At the end of the teaching and learning process, students are given a formative test III with
the aim of knowing the level of student success in the teaching and learning process that has
been carried out. The instrument used is the III formative test. The data from the research results
in cycle III are as follows:
Table 4.7. Learning Management in Cycle III
No
Observed aspects
Valuation
Average
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
4
4
4
4
4
Efforts to Improve Thematic Learning Achievement Material Theme 5 my Experience Sub Theme
2 My Experience with Friends by Applying the Learning by Doing Learning Model to Students of
Grade I MI Negeri 3 Jakarta Academic Year 2021/2022
859 2, 3., February 2023
4. Keep an eye on each group in turns
5. Providing assistance to groups experiencing
difficulties
3
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 Do method is expected
to be successful as much as possible.
Table 4.6. Formative Test Scores In Cycle III
No
Student
Name
Civics
BI
SBDP
PJOK
Mat
Average2
Information
T
TT
1
Adila Misha
Malika
90
100
96
86
87
93
√
2
Adinata
Ridho
Pratama
88
98
94
88
85
91
√
3
Adistia
Tallulah
Kamania
90
100
96
78
87
93
√
4
Arli Son of
Desiantoro
93
103
99
76
90
96
√
5
Aydin
Odayaka
Belle
85
95
91
85
82
88
√
Efforts to Improve Thematic Learning Achievement Material Theme 5 my Experience Sub Theme 2 My
Experience with Friends by Applying the Learning by Doing Learning Model to Students of Grade I MI Negeri
3 Jakarta Academic Year 2021/2022
860 2, 3., February 2023
No
Student
Name
Civics
BI
SBDP
PJOK
Mat
Average2
Information
T
TT
6
Daffa
Hafidz Al
Ambya
92
102
98
90
89
95
√
7
Anticipated
Rania
Sakhavani
80
90
86
60
77
83
√
8
Evelyn
Jasmine
Arianto
Poetri
73
83
79
73
70
76
√
9
Ghania
Alzena
92
102
98
80
89
95
√
10
Gibran
Prawira
74
84
80
74
71
77
√
11
Keanu Al
Fatih
Irdiawan
80
90
86
80
77
83
√
12
Kevin Azka
Son of Saleh
90
100
96
88
87
93
√
13
Kinandari
Gemala
Arianti
88
98
94
83
85
91
√
14
Miftahul
Fauzan
Arbianto
94
90
86
93
77
87
√
15
Muhammad
Abbas
Rasyid
90
100
96
87
87
93
√
16
Muhammad
Afif Al
Abrizams
84
94
90
84
81
87
√
17
Muhammad
Al Fatih
Evan
Qurtubi
86
96
92
83
83
89
√
18
Muhammad
Arjuna
Bimantara
90
100
96
90
87
93
√
Efforts to Improve Thematic Learning Achievement Material Theme 5 my Experience Sub Theme
2 My Experience with Friends by Applying the Learning by Doing Learning Model to Students of
Grade I MI Negeri 3 Jakarta Academic Year 2021/2022
861 2, 3., February 2023
No
Student
Name
Civics
BI
SBDP
PJOK
Mat
Average2
Information
T
TT
19
Muhammad
Arkhan
Labib
83
93
89
83
80
86
√
20
Muhammad
Haidar
Hartoyo
81
91
87
81
78
84
√
21
Muhammad
Irfan Haidar
Ghabira
93
80
76
60
67
79
√
22
Muhammad
Raffi
Hermawan
83
93
89
89
80
86
√
23
Najwa
Kamila
Haryanto
90
100
96
90
87
93
√
24
Razan
Kaindra
Muhadzdzib
78
88
84
60
75
81
√
25
Shinta
Hamda
Sakhia
83
93
89
89
80
86
√
26
Shahla Irsa
Salsabila
90
100
96
90
87
93
√
27
Tsaqif
Almer Al
Fauzi
83
93
89
89
80
86
√
28
Yumna
Najma Orlin
83
93
89
89
80
86
√
Sum
2463
28
0
Ideal Maximum Number of Scores 2800
Total Score Reached 2463
Average score reached 87
Description: T : Complete
TT: Incomplete
Number of completed students: 28
Number of students who have not yet completed : 0
Classical : Complete
Table 4.7. Student Formative Test Results In Cycle III
Efforts to Improve Thematic Learning Achievement Material Theme 5 my Experience Sub Theme 2 My
Experience with Friends by Applying the Learning by Doing Learning Model to Students of Grade I MI Negeri
3 Jakarta Academic Year 2021/2022
862 2, 3., February 2023
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
28
100
Based on the table above, the average score of the formative test was obtained at 87 and
from 28 students who had achieved completion of learning. So classically the completeness of
learning that has been achieved is 100% (including the complete category). The results in cycle
III have improved better than cycle II. The 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
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.
C. Discussion
1. Completeness of Student Learning Outcomes
Through 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 64%, 75%, 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
Efforts to Improve Thematic Learning Achievement Material Theme 5 my Experience Sub Theme
2 My Experience with Friends by Applying the Learning by Doing Learning Model to Students of
Grade I MI Negeri 3 Jakarta Academic Year 2021/2022
863 2, 3., February 2023
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 (64%), cycle II (75%), 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.
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.
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