PENERAPAN STRATEGI EVERYONE IS A TEACHER HERE TERHADAPPENINGKATAN KEMAMPUAN BERPIKIR KRITIS PESERTADIDIK DALAM PEMBELAJARAN IPA KELAS IV SEKOLAH DASAR 161 OKU

SARAH, LEE AL ADNINA (2025) PENERAPAN STRATEGI EVERYONE IS A TEACHER HERE TERHADAPPENINGKATAN KEMAMPUAN BERPIKIR KRITIS PESERTADIDIK DALAM PEMBELAJARAN IPA KELAS IV SEKOLAH DASAR 161 OKU. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatar belakangi oleh beberapa hal yakni hasilbelajar peserta didik yang masih rendah dan belum mencapai KKM pada mata pelajaran IPA, selain itu proses pembelajaran yang masih berpusat pada guru sehingga peserta didik kurang terlibat dan kurang antusias dalam pembelajaran. Berdasarkan permasalahan tersebut, peneliti menerapkan metode pembelajaran yaitu Metode Every One is a Teachere here. Berdasarkan permasalahan tersebut, peneliti ingin mengetahui apakah terdapat peningkatan hasil belajar IPA menggunakan metode pembelajaran yaitu Metode Every One is a Teachere here. Penelitian ini bertujuan untuk meningkatkan hasil belajar IPA pada peserta didik kelas IV SD Negeri 161 OKU. Metode yang digunakan pada penelitian ini adalah penelitian Tindakan kelas. Metode ini dilakukan dalam empat tahap yang meliputi perencanaan, pelaksanaan, observasi, dan refleksi.Keempat tahapan tersebut merupakan siklus yang berlangsung secara berulang dan dilakukan dengan langkah-langkah yang sama dan difokuskan pada pembelajaran yang menggunakan metode pembelajaran yaitu Metode Every One is a Teachere here. Hasil penelitian menunjukkan bahwa. Pembelajaran Metode Every One is a Teachere here terhadap peserta didik mengalami peningkatan yaitu dari siklus I sampai siklus II. Pada siklus I hasil belajar peserta didik yang tuntas yaitu sebanyak 65% dan pada siklus II menjadi 78%. berdasarkan penelitian dapat disimpulkan bahwa pembelajaran Metode Every One is a Teachere here dapat meningkatkan hasil belajar peserta didik pada pembelajaran IPA kelas IV SD Negeri 161 OKU. Kata Kunci : Hasil Belajar, IPA, Pembelajaran Metode Every One is a Teachere here. iii ABSTRACT This research is motivated by several things, namely the learning outcomes of students who are still low and have not reached the KKM in science subjects, in addition to the learning process that is still centered on the teacher so that students are less involved and less enthusiastic in learning. Based on these problems, researchers apply the learning method, namely the Every One is a Teacher here Method. Based on these problems, researchers want to know whether there is an increase in science learning outcomes using the learning method, namely the Every One is a Teacher here Method. This study aims to improve science learning outcomes in fourth grade students of SD Negeri 161 OKU. The method used in this study is classroom action research. This method is carried out in four stages including planning, implementation, observation, and reflection. The four stages are cycles that take place repeatedly and are carried out with the same steps and are focused on learning using the learning method, namely the Every One is a Teacher here Method. The results of the study show that. Learning the Every One is a Teacher here Method for students has increased, namely from cycle I to cycle II. In cycle I, the learning outcomes of students who completed were 65% and in cycle II it became 78%. Based on the research, it can be concluded that the "Every One is a Teacher" method can improve student learning outcomes in fourth-grade science at SD Negeri 161 OKU. Keywords: Learning Outcomes, Science, "Every One is a Teacher" method.

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