IMPROVEMENT OF MATHEMATICS LEARNING OUTCOMES THROUGH TALKING STICK LEARNING METHOD (CASE STUDY: SD NEGERI 1 KALIWUNGU)

JLCEdu (Journal of Learning and Character Education) PISSN : 2776-1215 EISSN : 2776-1207 Volume : 1 Number : 1 pp.1-10, Mei 2021 https://journal.sracademicpublishing.org/index.php/JLCEdu IMPROVEMENT OF MATHEMATICS LEARNING OUTCOMES THROUGH TALKING STICK LEARNING METHOD (CASE STUDY: SD NEGERI 1 KALIWUNGU) Wanda Nugroho Yanuarto1, Trisnawati2 of Muhammadiyah Purwokerto, Central Java, Indonesia 2 STMIK Pringsewu, Lampung, Indonesia Email: , 1University Abstract This research focuses more on learning based on the 2013 curriculum at the basic unit level. The type of research that will be conducted is collaborative Class Action Research (PTK). The data collection techniques in this study were conducted by (1) observations, (2) tests, and (3) field records. Data analysis techniques in this study using qualitative and quantitative data analysis techniques. Based on the results of the study, teacher activity in each cycle has increased and has achieved the success of established indicators. Judging from the learning outcomes students have also improved and have achieved the success of the indicators set. The obstacles that arise during the learning activities in cycle I and cycle II can be overcome well by finding the right solution/problem solving. Keywords: mathematics, talking stick, learning method INTRODUCTION The implementation of curriculum 2013 is an update of the previous curriculum, namely KTSP which is further refined. One of them is subjects that are designed to be interconnected with each other and support all competencies both attitudes, knowledge, and skills so that the subjects do not stand alone. Every learning activity must support the 5M aspect of "Observing (Mengamati), Questioning (Menanya), Gathering Information (Mengumpulkan Informasi) and Communicating (Mengomunikasikan)". Of the 5 learning activities must be in the learning steps in the hope of training and familiarizing students to be skilled and master the 5 skills. In the 2013 curriculum, there is the integration of learning materials or using thematic approaches which relate to several materials in each learning activity. Therefore, teachers' skills must be able to manage to learn creatively and innovatively so that all materials can be delivered and understood by students. But in reality, there are still students who do not seem to have mastered certain subjects that have more material about reading. This is because subjects with a lot of reading and memorizing materials, make students look bored and not eager to read books. Considering each 1 | (JLCEdu) Journal of Learning and Character Education Wanda Nugroho Yanuarto, et al subject there must be something or reading that becomes an important element to understand the material so students need to master. This research focuses more on learning based on the 2013 curriculum at the basic unit level. In some cases, there is a learning process still using direct learning methods so it still seems to have not worked effectively. This indicates the lack of ability of students in following such learning. One of them is the lack of ability to express opinions. The ability to express opinions is very important for every student to have because it can train students to think critically, foster courage to answer questions, and foster confidence. Therefore, in the learning process teachers must cultivate the courage of students in answering and arguing against the material that has been described. The use of interesting learning methods is needed in teaching and learning activities because it will support the learning process to be more maximal and help students learn better. From the above problem, it was found that the cause of the optimal student learning outcomes is the lack of effective learning methods used by teachers so it seems that quite a lot of students are not able to follow the learning well. Therefore, this paper discusses a learning method that can improve students' learning outcomes. Therefore, the learning method that allows students to achieve learning outcomes is the talking stick learning method. Where this talking stick learning method trains students to dare to argue (speak) and think critically about something. RESEARCH METHODS 2.1 Research Design The type of research that will be conducted is collaborative Class Action Research (PTK). Arikunto (2010:130) suggests that class action research is a reflection of activities that are deliberately raised and occur in a class. The action is at the direction of the teacher and subsequently the student who performs. The teacher only acts and observes the results. Therefore, the role and skills of teachers in teaching are indispensable to manage the course of learning and manage the classroom. This research is based on a cycle, one cycle is carried out twice through a leafy assessment process consisting of 3 stages, namely: a) planning, b) actions and observations (acting and observing), and c) observing and analyzing what has happened (reflecting) Kemmis and Mc Taggart (in Arikunto, 2010:131). If cycle I do not meet the predetermined criteria, then it can be done through cycle II until it can meet the criteria. The cycle will end if it meets the established learning completion criteria. The research procedure is carried out through several stages, namely, planning, implementation and observation, and reflection on each cycle. At the planning stage, researchers try to plan the learning that will be carried out in teaching and learning activities, namely in the form of RPP. In this case, researchers collaborated with class teachers in developing learning tools and determining appropriate learning methods for learning materials and processes to run effectively and to develop observation sheets that will be used to observe the progress of the learning process. The stage of implementation and observation is, the steps taken based on the plan that has been formulated before, namely teachers carry out learning devices that have been prepared at the planning stage. While in the observation stage, researchers observe, record and document the learning activities conducted by teachers and 2 | (JLCEdu) Journal of Learning and Character Education Wanda Nugroho Yanuarto, et al students to know the suitability between the implementation of actions and the specified plan. The implementation and observation stages are carried out simultaneously. At the time of learning activities, the way teachers teach is observed by researchers. When carrying out observations, researchers are guided by predetermined observation instruments. The reflection stage is the final stage of each cycle to see the various shortcomings of the activities that have been done. At this stage, the researchers point out the shortcomings and things that need to be improved from the learning activities that have been implemented. Researchers and teachers discuss the implementation of the draft actions of the implementation of learning. T (...truncated)