Penerapan Model Course Review Horay dalam Meningkatkan Hasil Belajar Matematika Siswa Kelas IV MINU Metro Utara

Ni'matul Arifah; Masrurotul Mahmudah; Nur Laili

doi:10.29407/jsp.v9i1.1565

Authors

Ni'matul Arifah Universitas Ma'arif Lampung
Masrurotul Mahmudah Universitas Ma'arif Lampung
Nur Laili Universitas Ma'arif Lampung

DOI:

https://doi.org/10.29407/jsp.v9i1.1565

Keywords:

Course Review Horay, Mathematics Learning Outcomes, Length Measurement.

Abstract

The low mathematics learning outcomes of fourth-grade students at MINU Metro Utara is the main problem underlying this research. Of the 28 students, only 10 students (35.7%) achieved the Minimum Completion Criteria of 75 with an average score of 62.5. This research aims to improve mathematics learning outcomes in the Length Measurement material through the application of the Course Review Horay learning model. The research used the Classroom Action Research design model of Kemmis and McTaggart which was carried out in two cycles. The research subjects were 28 fourth-grade students at MINU Metro Utara. Data were collected through learning outcome tests, structured observations and documentation, then analyzed qualitatively and quantitatively. The results showed an increase in the average score from 62.5 (pre-cycle) to 74.3 (Cycle I) and 82.7 (Cycle II). The percentage of learning completion increased from 35.7% to 64.3% in Cycle I and 89.3% in Cycle II, exceeding the minimum success indicator of 80%. Active student participation increased from 58% to 72% (Cycle I) and 88% (Cycle II). These findings indicate that the Course Review Horay model, implemented with heterogeneous group formation, role allocation, intensive scaffolding, and a variety of contextual questions, has proven effective in improving elementary school students' mathematics learning outcomes.

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