PENINGKATAN INTERAKSI EDUKATIF DAN HASIL BELAJAR IPS DENGAN PENDEKATAN COOPERATIVE LEARNING KELAS IV SD

Abstrak: Penelitian ini bertujuan untuk mengetahui peningkatan interaksi edukatif dan hasil belajar siswa dengan menggunakan pendekatan cooperative learning pada pembelajaran Ilmu Pengetahuan Sosial di Kelas IV Sekolah Dasar Negeri 04 Sungai Ayak Kabupaten Sekadau. Metode penelitian yang digunakan ialah metode penelitian deskriptif. Bentuk penelitian yang digunakan ialah penelitian tindakan kelas (PTK) dan bersifat penelitian kolaboratif. Subjek penelitian ini ialah guru dan 28 siswa kelas IV. Berdasarkan penelitian diperoleh persentase interaksi edukatif siswa pada siklus I 29,63%, pada siklus II 46,15% dan pada siklus III 61,73%. Rata-rata hasil belajar siswa pada siklus I 46,59, pada siklus II 74,85, dan siklus III mencapai 75,70. Penerapan pendekatan cooperative learning dapan meningkatkan interaksi edukatif dan hasil belajar siswa. Kata kunci : Interaksi Edukatif, Hasil Belajar, Pendekatan Cooperative Learning, Ilmu Pengetahuan Sosial Abstract: This research aims to determine the improvement of educational interaction and student learning outcomes by using cooperative learning approach on social Sciences in grade IV Sekolah Dasar Negeri 04 Sungai Ayak Kabupaten Sekadau, West Borneo Province. The research method that used is descriptive method. The research design used is classroom action research and the types is collaborative research. The subjects in this research were teacher and 28 students of grade IV. Based on the research, the percentage of educational interactions at the first cycle was 29.63%, then at the second cycle was 46.15 %, and at the third cycle reached 61.73%. The average of students learning outcomes at the first cycle was 46.59 , at the second cycle was 74.85, and at 75.70 in the third cycle. So the implementation of cooperative learning approach could improved both educational interactions and students learning outcomes. Keywords: Educational Interaction, Student Learning Outcomes, Cooperative Learning, Social Science