Model Pembelajaran Kooperatif Tipe Inside Outside Circle (IOC) Sebagai Alternatif Model Pembelajaran Untuk Meningkatkan Hasil Belajar IPA Siswa SD

Maghfira, Rakhmah (2022) Model Pembelajaran Kooperatif Tipe Inside Outside Circle (IOC) Sebagai Alternatif Model Pembelajaran Untuk Meningkatkan Hasil Belajar IPA Siswa SD. Sarjana (S1) thesis, Universitas Islam 45 Bekasi.

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Abstract

This Scientific Writing (KTI) is entitled "Inside Outside Circle (IOC) Cooperative Learning Model as an Alternative Learning Model to Improve Science Learning Outcomes of Elementary School Students". Science learning at the elementary school level is one of the competencies that must be possessed by students and has an important role in improving the quality of education in Indonesia. Science learning in schools aims to provide critical, creative, logical thinking skills, and take the initiative in responding to issues in society as a result of the development of science and technology. Based on several studies of problems found by researchers in journals, it can be seen that student learning outcomes in science subjects are still low. Learning is still dominated by teachers and innovative learning has not been implemented in the classroom. So that in learning activities, students are passive and only wait for information from the teacher without the initiative to seek information on their own. In addition, teachers also rarely give students the opportunity to work together with other students. These problems can be overcome by using the Inside Outside Circle (IOC) Cooperative Learning Model. The Inside Outside Circle (IOC) Cooperative Learning Model is a learning model with a small circle system and a large circle system that begins with the formation of large groups in the class consisting of inner circle groups and outer circle groups. In this learning, students are required to build cooperation between students and share information with each other. Prediction of outcomes using the Inside Outside Circle (IOC) type of cooperative learning model students are believed to be able to generate science learning outcomes in the cognitive domain learning outcomes assessment indicators in the aspects of: 1. Remembering (C1), 2. Understanding (C2), 3. Applying (C3 ), 4. Analyzing (C4), 5. Evaluating (C5), 6. Creating (C6).

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