Main Article Content
Abstract
Abstract: Based on the observation results of social studies learning materialon social phenomena at PGSD UN PGRI Kediri, it can be concluded that most students are less responsive to problems that occur in society in an interdiciplinary manner. This will reduce the meaning of learning social science. Based on some of these shortcomings then classroom action research (CAR) is carried out by applying an interdisciplinary approach and the learning Group Investigation model, because this learning model requires students to be more active in developing their attitudes and knowledge about social studies learning, especially social phenomena material that is in accordance with their respective abilities in constructing their own knowledge. This research design uses Classroom Action Research (CAR) with the stages of planning, implementing, observing and reflecting. The subject of this study were students of PGSD UN PGRI Kediri class 2B, odd semester of the 2019/2020 academic year. The data taken in this study are data from the results of investigation reports and learning outcomes data in the form of tests on the assessment sheet. The results obtained after applying an interdisciplinary approach with the Group Investigation model on the material of social phenomena, namely learning have been successful. It is evident in the results of student performance that there has been an increase from the first cycle, namely the average score is 74.4 and the second cycle the average score is 89.3. Then the student learning outcomes also experienced an increase in scores, namely from the first cycle with an average score of 79.5 and the second cycle average score of 94.
Keywords
Article Details
Authors who publish with this journal agree to the following terms:
1. Copyright on any article is retained by the author (s)
2. The author grants the journal, right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
3. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
4. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
5. The article and any associated published material is distributed under the Creative Commons Attribution-ShareAlike 4.0 International License
References
- Arikunto, Suharsimi. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta
- Astuti, B. (2017). Meningkatkan Motivasi dan Hasil Belajar IPS Siswa Kelas VI SD melalui Model Group Investigation. Mimbar Sekolah Dasar, 4(3), 264-271.
- Asyari, M., Al Muhdhar, M. H. I., & Susilo, H. (2016). Improving critical thinking skills through the integration of problembased learning and group investigation. International journal for lesson and learning studies.
- Aqib, Zainal. (2015). Model-Model, Media, Dan Strategi Pembelajaran Kontekstual (Inovatif). Bandung: Yrama Widya
- Bloom, Benjamin S., etc. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I Cognitive Domain. New York: Longmans, Green and Co.
- Bungsu, T. K., Vilardi, M., Akbar, P., & Bernard, M. (2019). Pengaruh Kemandirian Belajar Terhadap Hasil Belajar Matematika Di Smkn 1 Cihampelas. Journal on Education, 1(2), 382-389.
- De Jong, T., & Van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of educational research, 68(2), 179-201.
- Imron, Ilmawati & Kukuh Andri Aka. (2018). Peningkatan Kemampuan Menganalisis Fenomena Sosial dengan Penerapan Model Problem Based Learning. Volume. 7, No.2, Agustus 2018. PEDAGOGIA: JURNAL PENDIDIKAN
- Kemendikbud 2013. Kerangka Dasar Kurikulum 2013. Kementrian Pendidikan dan Kebudayaan Direktorat Jenderal Pendidikan Dasar. Jakarta
- Kopertis. (2014). Modul Pelatihan Pengembangan Keterampilan Dasar Teknik Instruksional (Pekerti). Kopertis Wilayah VII
- Nicolls, M. R. (2004). The clinical and biological relationship between Type II diabetes mellitus and Alzheimer's disease. Current Alzheimer Research, 1(1), 47-54.
- Nurhasanah, A. (2016). Penggunaan metode simulasi dalam pembelajaran Keterampilan Literasi Informasi IPS bagi Mahasiswa PGSD. JPsd (Jurnal Pendidikan Sekolah Dasar), 2(1), 87-95.
- Prasetyana, S. D., Sajidan, S., & Maridi, M. (2015). Pengembangan Model Pembelajaran Discovery Learning Yang Diintegrasikan Dengan Group Investigation Pada Materi Protista Kelas X SMA Negeri Karangpandan. Inkuiri, 4(2), 135-148.
- Slavin, Robert E. (2011). Cooperative Learning Teori, Riset dan Praktik. Bandung: Remaja Rosdakarya.
- Sudikan, S. Y. (2015). Pendekatan interdisipliner, multidisipliner, dan transdisipliner dalam studi sastra. Paramasastra, 2(1).
- Sukardi, T. (2015). Pengembangan Strategi Konstruktivistik dalam Pembelajaran IPS untuk Meningkatkan Kepekaan Sosial Mahasiswa. Sosiohumanika, 8(1).
- Suwartini, S. (2017). Pendidikan karakter dan pembangunan sumber daya manusia keberlanjutan. Trihayu: Jurnal Pendidikan Ke-SD-an, 4(1).
- Trianto. (2012). Mendesain Model Pembelajaran Inovatif Progresif: Konsep, Landasan, Dan Implementasinya Pada Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Kencana prenada media group.
- Wibawa, B. (2003). Penelitian Tindakan Kelas. Jakarta: Dirjen Dikdasmen, 2721-2572.
- Widayati, A. (2008). Penelitian tindakan kelas. Jurnal Pendidikan Akuntansi Indonesia, 6(1).