Mimbar Pendidikan Dasar

Abstrak
The background of the problem in this research is the implementation of learning social studies in Class VI SD Negeri 3 Gardujaya relatively lacking in liveliness, creativity, and also the low student motivation. This resulted in the students' knowledge in social studies lessons, especially about the neighboring countries of Indonesia, has not reached the expected goal. In order for social studies learning objectives achieved optimally, then the teacher applying methods of discussion. Processing techniques: (1) The data for each cycle of learning outcomes and student activity data, analyzed the average value and the percentage rate, then the result is consulted on a categorization that is used as a means of measurement; (2) Data learning implementation in each cycle was analyzed treatment steps (treatment) is supposed to, then the result is consulted on a categorization that is used as a means of measurement; (3) Grouping of data, student performance, teacher performance, and improved understanding of students in social studies; (4) Interpretation and reflection data, based on level of achievement, for example: good, moderate or less; and (5) Recommendations and further actions are determined based on the result of reflection of data, whether the need is not held next learning cycle. The results of the study in the first cycle, second cycle and third cycle in the IPS study resulted in increased student learning outcomes that cycle I get a percentage of 53.64%, in the second cycle a percentage 63.64% while the third cycle a percentage 82.73%. (Pengetahuan siswa dalam Pelajaran IPS, khususnya tentang negara-negara tetangga Indonesia, belum mencapai tujuan yang diharapkan. Agar tujuan pembelajaran IPS tercapai secara optimal, maka guru menerapkan metode diskusi. Teknik pengolahanya: (1) Data hasil belajar tiap siklus dan data aktivitas siswa, dianalisis rata-rata nilai dan tingkat prosentasenya, kemudian hasilnya dikonsultasikan pada kategorisasi yang digunakan sebagai alat ukurnya; (2) Data implementasi pembelajaran dalam setiap siklus dianalisis langkah-langkah perlakuan (treatment) yang seharusnya, kemudian hasilnya dikonsultasikan pada kategorisasi yang digunakan sebagai alat ukurnya; (3) Pengelompokan data, kinerja siswa, kinerja guru, dan peningkatan pemahaman siswa dalam pembelajaran IPS; (4) Interpretasi dan refleksi data, berdasarkan tingkatan pencapaian, misalnya: baik, sedang atau kurang; dan (5) Rekomendasi dan tindak lanjut ditentukan berdasarkan hasil refleksi data, apakah perlu tidak diadakan siklus pembelajaran berikutnya. Hasil penelitian pada siklus I, siklus II dan siklus III pada pembelajaran IPS tersebut berdampak pada meningkatnya hasil belajar siswa yaitu pada siklus I mendapatkan persentase 53,64%, pada siklus II mendapat persentase 63,64% sedangkan pada siklus III mendapat persentase 82,73%).