IMPROVING THE LEARNING OUTCOMES OF ELEMENTARY SCHOOL STUDENTS USING THE EFFECTIVENESS, CREATIVE, AND HORAY MODELS

Abstract

This study aims to improve students' cognitive and psychomotor learning outcomes by using the Means Ends Analysis model, a combination of Creative Problem Solving and Course Review Horay. This research uses a descriptive method. The study involved a mathematics teacher and 26 grade 5B students at SDN 1 Guntung Paikat Elementary School, Banjarbaru City, South Kalimantan. The research procedure refers to the Elliott Action Research Model scheme: pre-observation, general action plan, observation, and reflection. Data was obtained using observation and tests on students. The instrument used in assessing learning outcomes in the cognitive and psychomotor domains of mathematics learning is by giving written tests on evaluation questions in multiple-choice and essays. Data analysis with Miles and Huberman models includes data reduction, tabulation, presentation, and conclusions. The results showed that applying the Means Ends Analysis learning model combined with Creative Problem Solving and Course Review Horay could improve students' cognitive and psychomotor abilities. The cognitive domain in the first cycle of student learning completeness is 69%, the cycle is 77%, and the third cycle is 85%. In the psychomotor domain, the achievement of the first cycle only reached the skilled criteria, the second cycle also reached the skilled criteria, and the third cycle reached the very skilled criteria.

Keywords: Elementary School, Creative Problem Solving, Cognitive Learning, Psychomotor Abilities