The Influence of the Every One is A Teacher Here Type Active Learning Strategy on IPAS Learning Outcomes
DOI:
https://doi.org/10.58737/jpled.v6i1.950Keywords:
Everyone is A Teacher Here Strategy , Learning Outcomes, Integrated Science and Social Studies (IPAS)Abstract
The effectiveness of learning activities in the classroom greatly influences students’ academic achievement. One teaching approach considered to be highly effective is the AL-ETH strategy, which emphasizes active student participation by allowing learners to teach the subject matter to their peers. This research aims to investigate the impact of the AL-ETH method on IPAS learning outcomes of fifth-grade students at SD Negeri 08 Koba. The study applied a quantitative research design with a quasi-experimental approach. Data collection involved pretests and posttests, with instruments that had previously been validated for reliability and validity. The resulting data were then subjected to normality and homogeneity tests to verify their suitability for statistical analysis. The findings from the normality test showed that the control group had significance values of 0.233 for the pretest and 0.085 for the posttest. Similarly, the experimental group obtained significance values of 0.380 and 0.121 for the pretest and posttest, respectively. Since all values exceeded the 0.05 threshold, the data from both groups were deemed to be normally distributed. In addition, the homogeneity test revealed that both the pretest and posttest data were homogeneous, with significance values of 0.515 and 0.557. Based on these findings, the alternative hypothesis was accepted, suggesting that the “Everyone Is A Teacher Here” (AL-ETH) strategy had a statistically significant positive effect on improving IPAS learning outcomes among fifth-grade students at SD Negeri 08 Koba.
Downloads
References
Amin, S. P., & Sumendap, L. Y. S. (2022). 164 Model pembelajaran kontemporer (Vol. 1). Pusat Penerbitan LPPM.
Asiah, N. (2017). Analisis Kemampuan Praktik Strategi Pembelajaran Aktif (Active Learning) Mahasiswa PGMI Fakultas Tarbiyah Dan Keguruan IAIN Raden Intan Lampung. TERAMPIL: Jurnal Pendidikan Dan Pembelajaran Dasar, 4(1), 20–33.
Fatimah, N., Yusro, M., Widayanti, R., Astuti, Y., & Isroani, F. (2022). Pengantar Ilmu Pendidikan. YAYASAN HAMJAH DIHA.
Fuadi, A., Rahmah, N., Mole, P. N., Harahap, H. H., Supriyanto, Yudhanegara, D., Rif’an, A., Wibowo, D. E., & Ramayani, N. (2021). Pengantar Ilmu Pendidikan. CV. DOTPLUS Publisher.
Hendra, Meter, & Negera, O. (2021). Pengaruh Strategi Pembelajaran Aktif Tipe Everyone Is A Teacher Here Terhadap Hasil Belajar IPA Kelas IV SDN 2 Dangin Puri. Mimbar PGSD Undiksha, 1(1).
Karnia, Amirudin, dan I. A. M. (2024a). Nashr al-Islam : Jurnal Kajian Literatur Islam Penerapan Strategi Active Learning ( Tipe Everyone Is A Teacher Here ) Dalam Meningkatkan Hasil Belajar Siswa Kelas Viii Pada Mata Pelajaran Ski Di Mts Mathla ’ Ul Anwar Telukambulu Nashr al-Islam : Jurnal Ka. 06(3), 10–17.
Nur Afifah, S. M., Pratama, A., Setyaningrum, A., & Mughni, R. M. (2023). Inovasi Media Pembelajaran untuk Mata Pelajaran IPAS. Cahya Ghani Recovery.
Nursari, B. (2020). Meningkatkan Hasil Belajar Matematika Dengan Media Konkrit Kelas II SDN 6 Baturetno Kecamatan Baturetno Tahun Pelajaran 2019/2020. SHEs: Conference Series, 3(4), 968–973.
Riadi, E. (2016). Statistika Penelitian (Analisis Manual dan IBM SPSS). Andi Offset.
Rinawan, A. (2015). Buku Panduan Pendidikan Fisika. Intan Pariwara.
Silberman, M. L. (2016). Active Learning 101 Cara Belajar Siswa Aktif. NUANSA CENDEKIA.
Sudarsih, S. (2020). Peningkatan Kualitas Pembelajaran IPA Materi Sifat-Sifat Cahaya Melalui Penerapan Metode Kontekstual Pada Siswa Kelas V SD Negeri 4 Madurejo. Bitnet: Jurnal Pendidikan Teknologi Informasi, 5(1), 44–48. https://doi.org/10.33084/bitnet.v5i1.1334
Susanti, D., & Apriani, R. (2020). Peningkatan Hasil Belajar Ilmu Pengetahuan Alam Dengan Tema Cita-Citaku Menggunakan Media Audio Visual Pada Kelas IV MIN 1 Kota Padang. Jurnal Kajian Dan Pengembangan Umat, 3(2), 27–36.
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabeta.
Sugiyono. (2023). Metode Penelitian Pendidikan (Kuantitatif, Kualitatif, Kombinasi, R&D dan Penelitian Pendidikan. Alfabeta.
Suhelayanti, Z, S., & Rahmawati, I. (2023). Pembelajaran Ilmu Pengetahuan Alam Sosial (IPAS). In Penerbit Yayasan Kita Menulis.
Suwarni, D. I., Kurniasih, S., & Rostikawati, R. T. (2018). Penerapan model pembelajaran think-talk-write (TTW) dan demonstrasi reciprocal untuk meningkatkan hasil belajar ekosistem Siswa SMP PGRI Suryakencana Cileungsi Kabupaten Bogor. Jurnal Pendidikan Ilmiah, 3(3), 90–95.
Widyastika, D., Larosa, L., Salwa, S., Juliani, T., & Gulo, N. (2024). EDUKASIA – JURNAL PENDIDIKAN Analisis Berbagai Sifat-Sifat Cahaya Pada Pembelajaran IPA Kelas Rendah Sekolah Dasar. 1(September), 46–54.
Yogi Fernando, Popi Andriani, & Hidayani Syam. (2024). Pentingnya Motivasi Belajar Dalam Meningkatkan Hasil Belajar Siswa. ALFIHRIS : Jurnal Inspirasi Pendidikan, 2(3), 61–68. https://doi.org/10.59246/alfihris.v2i3.843
Zaman, B. (2020). Penerapan Active Learning Dalam Pembelajaran Pai. Jurnal As-Salam, 4(1), 13–27. https://doi.org/10.37249/as-salam.v4i1.148
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Rahmi Rahmini, Vika Martahayu, Rifki Hanif Setiawan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Journal of Practice Learning and Educational Development is licensed under a Creative Commons Attribution 4.0 International License. This permits anyone to copy, redistribute, remix, transmit and adapt the work provided the original work and source is appropriately cited.
