Efforts to Improve IPAS Learning Outcomes Through Scramble Type Cooperative Learning

Abstract

This research aims to enhance learning outcomes for fifth-grade students in the even semester of the 2023/2024 academic year using the scramble type cooperative learning method. The study employs classroom action research with a qualitative approach, focusing on three key aspects: research as a methodological treatment for problem-solving, action as teacher interventions to improve quality, and class as the setting for these actions. The research consists of two cycles, each involving four stages: planning, action, observation, and reflection, conducted over two months from March to April 2024 with 32 students. Data was collected through tests, interviews, observations, and documentation. Results indicated a significant increase in students' science learning outcomes, with average scores rising from 69.21 in the pre-cycle to 75.4 in Cycle I and 83.9 in Cycle II. The study concludes that the scramble type cooperative learning method effectively improves students' learning outcomes in science.