PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE IOC (INSIDE OUTSIDE CIRCLE) TERHADAP MOTIVASI DAN HASIL BELAJAR PESERTA DIDIK PADA MATA PELAJARAN IPS DI KELAS IV MIS AL-KAUTSAR KECAMATAN MEDAN JOHOR KOTA MEDAN

Aulia Rika Harahap, NIM.: 20204081019 (2022) PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE IOC (INSIDE OUTSIDE CIRCLE) TERHADAP MOTIVASI DAN HASIL BELAJAR PESERTA DIDIK PADA MATA PELAJARAN IPS DI KELAS IV MIS AL-KAUTSAR KECAMATAN MEDAN JOHOR KOTA MEDAN. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The background of the problems in this study include: (1) Teachers who still apply social studies learning with conventional learning models and are more likely to use the lecture method so that students feel bored during the learning process. (2) very low motivation and learning outcomes. This can be seen when the teacher explains the subject matter, most students ignore the teacher's explanation and are more concerned with playing with their seatmates. (3) lack of understanding of students in social studies learning material, (4) lack of participation or student activity in social studies learning, (5) still There are students who are not confident in expressing their opinions in the learning process. This study aims to determine the effect of student learning motivation before and after the implementation of the Inside Outside Circle (IOC) type cooperative learning model in social studies learning in class IV MIS AL-Kautsar Medan Johor District and the effect of student learning outcomes before and after the implementation of the cooperative learning model. Inside Outside Circle (IOC) type in social studies learning in class IV MIS AL-Kautsar, Medan Johor District. This research uses a quantitative approach, with a quasi-experimental research type with a Pretest-Posttest Design research design. The data collection instruments used were interviews, tests, questionnaires and documentation. Questionnaire instruments to measure learning motivation and test instruments in the form of pretest and posttest to measure learning outcomes. Data analysis in this study used descriptive statistical data analysis techniques and inferential statistical techniques with the help of SPSS version 26. The results of this study indicate that the learning motivation of fourth grade students at MIS AL-Kautsar Medan Johor district has an average value after being treated with the Inside Outside Circle model in the control class having an average value of 82.18 and before being treated with the Inside Outside Circle model 69 .68 then the difference xvi between the two means is 12.5. While the value of the learning motivation questionnaire after being treated with the Inside Outside Circle model in the experimental class had an average value of 86.00 and before being treated with the Inside Outside Circle model of 70.50, the difference between the two means was 15.5. So that learning motivation after being treated with the Inside Outside Circle cooperative learning model is better than before being treated with the Inside Outside Circle model. With the value of Sig. (2-tailed) obtained is 0.096 on learning motivation and 0.156 on learning outcomes. It is proven that the value of Sig. (2-tailed) = 0.096 and 0.156 > 0.05. It can be concluded that the Inside Outside Circle model can increase students' motivation and learning outcomes. The learning outcomes of class IV students at MIS Al-Kautsar, Medan Johor sub-district have an average value after being treated with the Inside Outside Circle model in the control class having an average value of 73.57 and before being treated with the Inside Outside Circle model 52.68, the difference between the two means are 20.89. While the value of learning outcomes after being treated with the Inside Outside Circle model in the experimental class has an average value of 78.57 and before being treated with the Inside Outside Circle model 52.50, the difference between the two means is 26.07. So that student learning outcomes after being treated with the Inside Outside Circle cooperative learning model are better than before being treated with the Inside Outside Circle model. Meanwhile, students' cognitive, affective and psychomotor abilities. In the experimental class, the cognitive domain abilities of students' learning outcomes were higher than the control class with the category of 57.14%. In the experimental class the ability of the affective domain of student learning outcomes was lower than the control class with the category of 39.28% and in the experimental class the pricomotor domain of student learning outcomes was higher than the control class with the category of 46.42%.

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