Abstract
This research was motivated by the low learning outcomes of the students of SDN 03 Talang Maua. Among the contributing factors is the inappropriate delivery of material and inappropriate methods so that students are bored and not interested in this learning. Other consequences students are not brave and lazy when completing tasks and learning outcomes are low. One of the right ways is to use the Discussion method. The purpose of this study is to improve student learning outcomes in science learning through the use of discussion methods in class V semester II SDN 03 Talang Maua. This type of research is Classroom Action Research (CAR). The subjects of this study were students of class V SDN 03 Talang Maua.
 Based on the results of the study showed that the average learning outcomes in the first cycle was 63.47% and the average learning outcomes in the second cycle was 74.13%. This means that the learning outcomes of Natural Sciences through the use of the discussion method at SDN 03 Talang Maua increased compared to the learning outcomes of Cycle 1 with cycle 2.
Highlights
Penelitian ini dilatarbelakangi oleh rendahya hasil belajar Ilmu Pengetahuan Alam (IPA) siswa SDN 03 Talang Maua
This research was motivated by the low learning outcomes of the students
Among the contributing factors is the inappropriate delivery of material
Summary
Semua komponen pernyataan yang ada pada Tabel 1, diamati dan diisi oleh teman sejawat. Hasil Pengamatan Aktifitas Siswa juga dapat di gambarkan dalam diagram batang dibawah ini: Rata[2]. Aktivitas siswa pada siklus I belum maksimal, masih banyak siswa yang mengandalkan orang lain dalam diskusi atau kerja kelompok. Hanya siswa yang menjadi ketua kelompok dan siswa yang mencatat hasil diskusi yang aktif. Tapi ada salah satu kelompok yang semua anggotanya aktif berpartisipasi menyelesaikan masalah, mengemukakan pendapatnya. Mulai pada siklus II dan sikus III aktivitas siswa menunjukkan kemajuan. Hampir semua siswa aktif berdiskusi karena mereka walaupun kerja kelompok tapi memiliki tugas individual untuk hasil diskusinya. Pemahaman siswa terhadap materi mulai meningkat pada siklus III, terbukti mereka lebih aktif dalam mengeluarkan pendapatnya, menjawab pertanyaan, ataupun bertanya dan menanggapi pendapat siswa lain atau kelompok lain
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