IMPROVEMENT OF SCIENCE AND SCIENCE LEARNING
OUTCOMES FOR ELEMENTARY SCHOOL STUDENTS IN GRADE III ECOSYSTEM MATERIALS BY
USING THE ROLEPLAYING ROLEPLAYING METHOD
Dyta Putri
Bahari1, Elly�s Mersina Mursidik2, Reni
Sujianti3
Universitas PGRI Madiun1, Universitas
PGRI Madiun2, SDN Sobrah Kabupaten Madiun3
[email protected]1 , [email protected]2 , [email protected]3
|
Keywords |
Abstract |
|
Learning Outcomes; IPA;
Role Playing Method |
Low
learning outcomes of grade III students of SDN Sobrah in the subject of
science and natural sciences on the material of ecosystem components. Based
on initial observations, out of 20 students, only eight could achieve the KKM
(Minimum et al.) of 75. This study aims to improve student learning outcomes
using the Role Playing learning method. This study
uses a Classroom Action Research (CAR) approach with qualitative and
quantitative descriptive data analysis methods. Data collection techniques
include observation, interviews, and tests. The
study's results showed that the roleplaying method improves roleplaying
student learning outcomes. The percentage of learning completion increased
from 40% in the pre-cycle stage to 70% in cycle I and reached 85% in cycle
II. This increase shows that Role-PlayingRoleplaying effectively provides
meaningful learning experiences and encourages active student involvement. The
implications of this study indicate that contextual and interactive learning
methods, such as Roleplaying, can be an effective strategy for improving
learning outcomes, especially in science and natural sciences subjects with
complex materials. |
Corresponding Author : Dyta Putri Bahari
E-mail:
[email protected]
INTRODUCTION
Education
in Indonesia continues to experience the development of an increasingly complex
era. The educational development in Indonesia is marked by changes in the
curriculum
The
Independent Curriculum provides freedom for teachers to choose teaching
materials and determine teaching strategies to decide on learning models and
methods that suit the needs and characteristics of students
IPAS is a
science that studies inanimate objects and living things in the universe and
studies the forms of interaction between living things related to human life as
social beings that can interact with the environment (Qolbu et al., 2022, p.
10343). Through the subject of IPAS, it can improve the ability to think
logically, systematically, analytically, creatively, and critically
Teachers
should be able to design engaging learning activities that improve student
learning outcomes in the third-grade science subject, one of which is the
ecosystem component material. Science and technology learning in elementary
schools must be contextual, engaging, motivating, and able to support students'
active participation in the learning process
However,
interviews and observations show that in grade III elementary schools in one of
the Madiun Regencies, the completeness of learning science in ecosystem
component materials is still low, namely around 25% of students who can achieve
the minimum completeness criteria (KKM). Based on the results of daily tests,
only 5 of the 20 students were able to reach KKM. The KKM in the elementary
school for the science and technology subject is 75.
�This can happen because sometimes social
studies learning could be more interesting to students. After all, the learning
process is too passive, and the lecture method is used only. This makes
students passive in learning because they can only hear and record explanations
from the teacher; the rest can only memorize the material from the lecture
method. Based on this, it certainly causes students not to get meaningful
learning and can influence learning outcomes.
To overcome
these problems, teachers need to use learning methods that are contextual,
interesting, and provide learning experiences for students. One of the learning
methods suitable for supporting science and science subjects of ecosystem
component materials is the roleplaying learning method. The roleplaying method
is where students are asked to play roles according to the scenario that has
been prepared
This
roleplaying improves student learning outcomes. Students are invited to bring
subject matter into the real world by seeing, hearing, touching, and exploring
themselves through roleplaying and engaging in meaningful learning experiences.
This method
can increase the learning outcomes of science and ecosystem component materials
in grade III elementary school students. To apply this method, invite students
to play roles in a rice field ecosystem and divide them into several biotic and
abiotic components so that students can tell stories by roleplaying.
Roleplaying enables interaction to occur. The roleplaying roleplaying
roleplaying makes teaching and learning more enjoyable and increases student
learning outcomes.
Based on
this background, the formulation of the problem in the study is: 1) How does
applying the Role playing method in science lessRoleof
ecosystem component materials improve the learning outcomes of grade III
students? 2) Is there an effect of applying the Roleplaying method in
roleplaying learning outcomes of science and technology of ecosystem component
materials in grade III students?
RESEARCH
METHOD
This
research uses Classroom Action Research (PTK). It improves the learning
outcomes of IPAS by applying the roleplaying method in roleplaying method to
roleplaying materials with the help of teaching aids. The study's subject was a
third-grade student of SDN Sobrah, Wungu District, Madiun Regency, who was one
of 20 students.
The object
of this study is the learning outcomes of science and technology on ecosystem
component materials. The data collection technique uses observation,
interviews, and tests: Research Instruments, Teacher and student activity
observation sheets, and an interview guide.
Evaluation
questions are written tests (post-tests) designed according to learning
objectives. They measure students' cognitive learning outcomes. The test is
carried out by giving post-test questions at the end of each cycle. The purpose
of providing this evaluation question test is to discover how learning science
by applying the roleplaying method can improve the learning outcomes of science
students in grade III.
Meanwhile,
observation aims to observe all learning activities carried out by both
teachers and students during the learning process. The interview seeks to
support the results of observations regarding the description of student
characteristics and the application of social science learning before the
research is carried out. The data analysis technique used in this study is
comparative descriptive analysis. The comparative descriptive analysis
technique compares the test score before improvement with the test value
between cycles that have been treated (Junaedi et al., 2023, p. 209). The data
produced are quantitative and qualitative. The percentage score criteria table
will include qualitative data analyzing student activities during the learning
process through the roleplaying method and roleplaying on results.�� Meanwhile, the quantitative descriptive data
comes from the student learning outcomes described. The student learning
outcome test at the end of the meeting is calculated and then presented, and the
average class score is calculated.
The
implementation procedure in this class action research is carried out in two
cycles, where each cycle has four stages, namely the planning, action,
observation, and reflection stages
RESULTS
AND DISCUSSION
This
research was carried out in two cycles, beginning with a pre-cycle. The
pre-cycle stage is carried out by the teacher, who only carries out the
learning process as usual using conventional learning methods with the lecture
method. According to
Researchers
collect data from observations, interviews, and pre-cycle evaluations in the
pre-cycle stage. The researcher made observations on Monday, August 26, 2024.
The observations show that during the learning process in the classroom,
teachers still need to use more interesting learning methods, namely only
lecture and assignment methods. Teachers are dominant and active during the
learning process, while students are passive, only receiving the material
taught. Even though the learning materials delivered cannot meet if they are
only offered by the lecture method. Ecosystem component material in class III
science is one of the complex materials, so a learning method is needed to make
students more active and make learning more meaningful so that the learning
outcomes of science ecological component material can increase. Teachers have
evaluated pre-cycle activities by giving students evaluation questions at the
end of learning. The results of the pre-cycle evaluation test are as follows.
Table 1. Pre-Cycle Results
|
Value
(N) |
Frequency
(F) |
NXF |
Percentage
(100%) |
|
100 |
1 |
100 |
5% |
|
80 |
7 |
560 |
35% |
|
60 |
8 |
480 |
40% |
|
40 |
3 |
120 |
15% |
|
20 |
1 |
20 |
5% |
|
Jul |
20 |
1280 |
100% |
|
Average score: 64 |
|||
|
Graduation Percentage: 40% |
|||
The
test results show that the seashore obtained from pre-cycle activities is 64,
with a 40% completeness percentage. Of the 20 students in the class, only eight
obtained scores to reach the KKM, and the other 12 students could not achieve
it. The KKM set for the IPAS subject is 75. Based on this, the evaluation test
results are low, so there is a need for corrective actions to improve the
learning outcomes of grade III students in the science subject.
The
improvement action will be to apply an enjoyable learning method and support
students in learning ecosystem material using roleplaying. This
methodroleplayinge for application and can support the learning of science and
technology of ecosystem component materials, namely by asking students to play roles according to the scenarios
that have been prepared
Previous research has also
proven that the learning method with roleplaying can improve
roleplayingrning outcomes. As done by
Cycle I begins with four
stages: planning, implementation, observation, and reflection. It will be held
on Monday, September 2, 2024. At this planning stage, the researcher prepares
learning instruments to be applied, including teaching modules, LKPD, evaluation
questions totaling ten questions, and learning media that support learning.
Then, in the implementation
stage, the researcher carried out learning activities using the steps contained
in the teaching module with the roleplaying method. The roleplaying is
the learning steps: (1) the teacher delivers material about the components of
the ecosystem. (2) The teacher asked several students to take turns playing the
Role of being a component of the ecosystem in the rice fields and lakes with the
help of a nametag or an image of an ecosystem component. (3) The teacher
and other students identify individuals, populations, communities, ecosystems,
and biotic and abiotic components in the rice field and lake ecosystems. (4)
The teacher divides students into four heterogeneous groups. (5) students and
groups work on LKPD, where in the LKPD discussion questions, students are asked
to make a story about the relationship that occurs between components in the
rice field ecosystem and demonstrate it in front of the class (6) students
present the results of the discussion by roleplaying in front of roleplaying
according to the LKPD instructions. (7) The teacher provides confirmation and
reinforcement at the end of the discussion to justify the concept of ecosystem
component material.
In addition to carrying out
learning activities to obtain data, researchers also conduct observations
simultaneously. The observations and learning activities that have been carried
out have obtained student learning results that show an improvement after being
given actions using the roleplaying method. Students are invited to
roleplay roleplay into biotic and abiotic components and then interact with the
two components.
This activity was carried out
by providing evaluation questions for ecosystem component material at the end
of learning. Based on the evaluation question test results in the first cycle,
the results were obtained as an increase in the learning outcomes of science
and technology of ecosystem component material with a percentage of
completeness of 70%. The results of the first cycle test are as follows:
Table 2. Cycle I Test Results
|
Value (N) |
Frequency (F) |
NXF |
Percentage (100%) |
|
100 |
2 |
200 |
10% |
|
90 |
5 |
450 |
25% |
|
80 |
7 |
560 |
35% |
|
70 |
2 |
140 |
10% |
|
60 |
1 |
60 |
5% |
|
40 |
2 |
80 |
10% |
|
20 |
1 |
20 |
5% |
|
Jul |
20 |
1.510 |
100% |
|
Average score: 75.5 |
|||
|
Graduation Percentage: 70% |
|||
Based on the table of learning
outcomes of the first cycle, 14 students obtained scores to reach KKM, with two
students obtaining a score of 100, 5 students receiving a score of 90, and 7
students receiving a score of 80. Meanwhile, the other six students have not
reached the KKM score, with the test results below 75.
There are several weaknesses
in its implementation in the cycle I actions that have been carried out, so it
is necessary to reflect on improvements in the cycle II process. The
disadvantages and weaknesses of the first cycle that was carried out are that
the roleplaying method can make activities active so that the class
becomes unconducive. There needs to be classroom conditioning that the teacher
emphasizes. In addition, the learning results still show that some students
still need to obtain scores to reach the KKM. The data shows that the
completeness indicator in the first cycle has yet to be achieved. Because the
completeness is set when it reaches 75%, while in the first cycle of actions,
the percentage obtained only reaches 70%, there is a need for improvement by
implementing class actions in the second cycle.
In general, the shortcomings
that occur are caused by students who are less orderly and still often do other
activities such as talking to themselves with friends during learning and
playing stationery, so they ignore the teacher's explanations; as a result,
students do not focus on receiving the learning information of the material
explained by the teacher to the maximum. This, of course, is one of the
obstacles for students in understanding a science learning material, where
there are so many science materials that more focus is needed in learning
As a result of the findings in
the first cycle, the researcher made follow-up efforts that needed to be
carried out in the second cycle, namely, increasing the roleplaying
method during roleplaying activities and seeking to improve the understanding
of the material by making students much more active, providing more intense
assistance to students when doing roleplaying activities, and
roleplaying in the classroom better than before.
Through the findings of the
first cycle of actions, the application of actions by applying the
roleplaying method can improve the learning outcomes of science and science
students in grade III. However, in its implementation, it is necessary to
repeat by making improvements that have been explained so that student learning
outcomes can improve and achieve the completeness of the learning set. The
improvement of the actions will be carried out in the second cycle, which will
be carried out on September 3, 2024. Cycle II is a follow-up activity from the
results of the reflection of cycle I, where in cycle I, there are still
shortcomings that must be corrected, so cycle II is carried out as a basis to
ensure that more accurate data is obtained (Yogi et al., 2023, p. 286).
The results of the actions after the implementation of cycle II are as follows:
Table 3. Cycle II Test Results
|
Value
(N) |
Frequency
(F) |
NXF |
Percentage
(100%) |
|
100 |
4 |
400 |
20% |
|
90 |
8 |
720 |
40% |
|
80 |
5 |
400 |
25% |
|
70 |
2 |
140 |
10% |
|
60 |
1 |
60 |
5% |
|
Jul |
20 |
1.720 |
100% |
|
Average score: 86 |
|||
|
Graduation Percentage: 85% |
|||
�����������
The implementation of cycle II
has shown positive results, where the percentage of completeness in the
learning outcomes of class III science has increased to 85%. The learning
outcomes of class III science science have an average score of 86, with 17 out
of 20 students achieving the set KKM score of 75. The details of students who
achieved completeness were as many as four students got a score of 100, as many
as eight students got a score of 90, and as many as five students got a score
of 80. Meanwhile, the other students who have yet to complete are three. This
can happen when reading questions and working on problems not carefully and
understanding the problems being done.
����������� Based
on the actions in cycle II, ecosystem component materials can improve students'
science and technology learning outcomes by applying the learning method of
Roleplaying in the subjeRoleplayingce and technology. This is because, through Role
Playing, Students can easily find and understand complex material concepts
by discussing them with other students. This method can birth group activity
and cooperation in roleplaying to find a maroleplayingept
The data analysis shows that learning science and technology
of ecosystem component materials using the roleplaying method can
improve the learning outcomes of grade III students. This can be seen in the
percentage completeness of learning outcomes during cycles I and II. The
following is a diagram of the completeness of the learning outcomes of science
students in grade III with the application of the roleplaying method.
Figure 1. Diagram of the
Completeness of Social Science Learning Outcomes
The diagram above shows
increased student learning outcomes, especially in the cognitive ability of the
science and science subject of ecosystem component materials. This study shows
that roleplaying learning met Roleplayingrove, the learning outcome of
class III science at SDN Sobrah. Students show activity in learning and obtain
meaningful learning because students reconstructing their knowledge are
actively carried out by roleplayiroleplayingstudroleplayingxcited in following
the learning process so that they can affect the improvement of learning
outcomes.
RoleplayiRoleplaying metRoleplayingide effective learning has been
The RoleplayiRoleplaying
metRoleplayingctively used to improve learning outcomes. Because it can have
effects, meanings, and benefits for students in understanding learning
material. Learning is effective if it is characterized by the fact that the
focus is on actively empowering students. Effective learning is a teaching and
learning process that not only focuses on the results achieved by students but
also focuses on learning effectiveness that leads to knowledge, intelligence,
determination, opportunities, and quality, and can encourage behavior change,
and can apply it in students' lives
CONCLUSION
The
roleplayiroleplayingas improved student learning outcomes in science on
ecosystem components in class III of SDN Sobrah. This can be seen from the
increase in the average student score and the percentage of learning completion
from the pre-cycle to cycle I to cycle II. In the pre-cycle stage, the average
student score was 64, with a learning completion of 40%. After the action in
cycle I, the average score increased to 75.5, with a learning completion
reaching 70%. A more significant increase occurred in cycle II, with an average
student score reaching 86 and a learning completion of 85%. RoleplayiRoleplayingtudeRoleplayingore
active, creative, and involved in learning through direct contextual
experiences. Thus, this method is effective in helping students understand the
concept of ecosystems more deeply and motivating them to learn in a fun and
meaningful way.
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