Improvement of Social Science Learning Results through Learning

Models of Social Interaction and Modification of Behavior

Sudarmiani Sudarmiani

1,2

, Sri Jutmini

, Baedhowi Baedhowi

and Gunarhadi Gunarhadi

PGRI Madiun University, Indonesia

Sebelas Maret University, Surakarta, Indonesia

Keywords: Social Science Learning, Social Interaction and Modification of Behavior.

Abstract: This study aims to describe the improvement of Social Science learning outcomes through learning models

of social interaction and behavior modification based on the value of local wisdom for students of Junior High

School 2 Madiun. The research method used is a classroom action research model Kemmis & Mc Taggart.

Techniques of collecting data through test results and non-test results, that is, observation and documentation.

Data analysis used is a model of qualitative analysis with interactive model (Milles and Hubberman, 1992).

Interactive analytical models include data reduction, data presentation, and conclusion (verification).The

result of the research shows the learning result before using the model of social interaction learning and

behavior modification based on local wisdom value of 32 students with Minimal value of mastery score 76,

students who complete 10 students (32%) and unfinished 22 students (68%), Average 75. After the

implementation of the Model, students who completed 27 students (84%) and unfinished 5 students (16%)

with an average score of 87. Depdiknas (2008), the learning is declared complete if 75% of students get value

according to passing grade. Thus Social Learning Interaction Models and Modification Value-Based Values

Local Wisdom can improve learning outcomes Students of 7th grade of Junior High School 2 Madiun.

1 INTRODUCTION

Social Science learning has been less interesting and

boring. This makes students less interested in learning

and their grades are low. Teachers have not mastered

the competence that will be taught, there is no support

of learning media, learners are not ready to receive

lessons and teaching methods that monotonous

teachers. Based on the observation of learning in the

research location there are also the same obstacles.

Learning that is carried out monotonously through

lecture methods makes learners less enthusiastic and

bored in learning.

In learning, students of Junior High School 2

Madiun tend to be passive and difficult to be invited

to be more active and creative. When the teacher ex-

plains continuously, many students get bored and

then talk to their pocket buddies and play on their

own. It makes student learning outcomes low. From

32 students because 68% of students have failed the

passing grade. Another case that was encountered

during the observation was that social science les-

sons took place during the day less than optimal.

Students feel bored, drowsy and tired quickly causing

noise.

The results of the study by Agung S, Leo (2015)

on "The Development of Local Wisdom-Based Social

Science Learning Models with Bengawan Solo as the

Learning Source" based on Local Wisdom-Based

Knowledge model developed with Bengawan Solo as

a learning resource can improve student learning

outcomes and can improve student active-ness in

learning. With the model of social interaction and

behavior modification is expected to improve social

science learning.

According to Dewi, Ika Nurani, et.al, (2017) from

his research, about "ElSII Learning Model Based

Local Wisdom To Improve Students' Problem

Solving Skills And Scientific Communication", EL-

SII learning model based on local wisdom through the

adaptation of environmental conservation values

contained In the social life of the community, can

develop problem-solving skills, scientific

communication, and caring attitude to maintain the

balance of the environment. Based on this application

676

Sudarmiani, S., Jutmini, S., Baedhowi, B. and Gunarhadi, G.

Improvement of Social Science Learning Results through Learning Models of Social Interaction and Modiﬁcation of Behavior.

In Proceedings of the 2nd International Conference on Economic Education and Entrepreneurship (ICEEE 2017), pages 676-682

ISBN: 978-989-758-308-7

of this model in grade of Junior High School 2

Madiun can improve learning achievement.

The results of the study of Anggraini, P, Kusniarti,

T (2015), on "The Insertion of Local Wisdom into

Instructional Materials of Bahasa Indonesia for 10th

Grade Students in Senior High School", Indonesian

language teaching materials containing local wisdom

not only equip students with knowledge A broad, but

also a strong character. Based on the results of the

study, through learning social interaction and

behavior modification based on local wisdom, can

improve student achievement of Junior High School

2 Madiun.

The various problems above require the right

solution for the target learning can be achieved. One

of the steps to be taken is using Social Interaction

learning model and Behavior Modification. This

model emphasizes the activities and interactions

among students to help each other in mastering the

subject matter to achieve maximum results by

providing rewards as reinforcement supporters.

2 METHODS

The research method used is a classroom action

research model Kemmis & McTaggart. Classroom

action research procedures are carried out on an on-

going cycle basis. This classroom action research

takes on the design developed by Kemmis and Mc

Taggart which is the development of the Kurt Lewin

concept. Kemmis Model Scheme & Mc Taggart

(1990) can be seen in the following figure:

Figure 1: Model Kemmis and Mc Taggart.

Based on the Kemmis & Mc Taggart model, the

research steps are carried out in four stages: Planning,

Action, Observation, and Reflection.

2.1 Planning

Activities undertaken at this stage begin with the

preparation of Learning Implementation Plan,

observation sheet, student worksheet then proceed to

prepare the test instrument and non-test. The test

instrument is a matter of performance test and its

assessment. Non test instrument is an observation

guide sheet to observe student activity and teacher

performance in learning process.

2.2 Implementation

At this stage the teacher conducts the learning based

on the implementation plan of learning that has been

prepared together with the researcher. The learning

model used is a model of social interaction and

behavior modification carried out by the re-searcher.

The test given by the teacher is done at the beginning

and end of the cycle.

2.3 Observation

Observation is a memorial activity that aims to

document everything related to the giving of the

action. Implementation of observations during the

course of action. Observations were made using an

observation sheet that serves as a record of events.

Observation is done to the learners activities during

the learning activities. Observation activities con-

ducted at the time of the activity can be useful to

correct if there are activities that are not in accordance

with the original plan.

2.4 Reflection

Reflection is an important activity in research because

with reflection researchers can evaluate what has

been done. The reflection stage is per-formed to

assess and analyze the process, the problems that

arise, and everything related to the actions that have

been done. Reflection is done to find out whether

what happens in accordance with the design, whether

there is no deviation or procedural error, whether the

process as envisaged in the learning scenario, and

whether the results have been satisfactory as

expected. If it is not satisfactory because of

something, it is necessary to have a revised plan,

modified, and if necessary a new learning scenario is

prepared.

Improvement of Social Science Learning Results through Learning Models of Social Interaction and Modiﬁcation of Behavior

677

Data collection techniques in this study were

conducted through test results and non-test results,

namely observation and documentation (Richard

Sagor: 2005). The test technique is used to assess the

learning outcomes with the cognitive domain, be-

cause after the students are given the material to know

the results that have been obtained from the learning

process before and after the action. While non-test in

the form of direct observation is an observation made

to the symptoms or processes that occur in learning

situations are directly observed by observers. While

the documentation is used as concrete evidence of the

circumstances that occur during the process of action

research took place.

The research instrument used is test, student

worksheet, and observation sheet. The test is an

assessment tool on mastery of the subject matter that

has been submitted that must be answered by the

students. The answers in the test can be either writ-

ten or oral. The test used is multiple choice. The

Student Worksheet is used as an instrument to assess

students 'activities when conducting discussions and

measure students' cognitive abilities after discussions

on economic activity materials. While the observation

sheet is used to assess student participation in the

learning process.

Data analysis used is quantitative data analysis

and qualitative data analysis (Michael P. Grady:

1998) (Nataliya V. Ivankova: 2015). Quantitative da-

ta obtained from the test results to determine the ex-

tent to which improvements in student learning out-

comes by scoring on student answers, looking for the

average value obtained by students, and calculate

students' learning mastery. While the analysis of

qualitative data in the form of observation results, by

providing scaled values with numbers 1, 2, 3 and 4.

3 RESULTS AND DISCUSSION

3.1 Research Results

3.1.1 Description of the Implementation of

Cycle I

3.1.1.1 Planning

Planning is implemented with reference to the data

and findings obtained in the initial observation

activities. Planning is done covering various steps of

activity. Before implementing the model of social

interaction and behavior modification, the researcher

prepares the following research support tools: (1)

Coordinate with the social science study teachers who

have been appointed by the Principal and dis-cuss the

implementation of the model that will be done during

the lesson. (2) Preparing learning tools in the form of

syllabus, Learning scenario, questionnaires, field

notes, competency test grid tests, competency test

questions, and answer keys. (3) Setting up the

PowerPoint media. (4) Prepare learning tool in the

form of book package, laptop, and LCD. (5) Pre-pare

the instruments of data collection among others as

follows. (A) The list of students of class VII, (b) test

result sheets, (c) sheets of student study result

recapitulation, (d) field notes.

3.1.1.2 Implementation of Action

Implementation of class action in the first cycle is

carried out during three meetings and ends with a test

of learning outcome and filling in an attitude

questionnaire. Implementation of the study was con-

ducted on Monday, January 9 to Saturday, January

14, 2017 with Core Competence "Understanding

knowledge (factual, conceptual, and procedural)

based on his curiosity about science, technology, art,

culture related phenomena and eye-catching events.

“Understanding the concept of interaction between

people and space, resulting in a variety of economic

activities (production, distribution, consumption,

demand, and supply) and interaction between spaces

for the sustainability of economic, social and cultural

life of Indonesia." Allocation of time required for the

implementation of first cycle action is 6 x 40 minutes.

3.1.1.3 Observation

During the implementation of the study the re-

searchers made observations. The researchers found

that some students were less active in group work.

Some students bother their friends, tell stories with

friends, and come out indoors. This is because col-

laboratory lack the mastery of classroom

management. As far as the observation of student

researchers generally still have difficulty finding

answers to the problems that must be answered.

During the group discussion, students were quite

active and enthusiastic. Students generally ask a lot,

there are only some students who are busy telling

stories, annoying their friends, and laughing at the

time the group presents the results of his work. As far

as the re-searcher's overall observations students are

generally able to express opinions and respond to the

results of other group discussions.

3.1.1.4 Reflection

Implementation of actions in the first cycle apply the

steps of social interaction model using power-point

and video media. PowerPoint media is used to display

ICEEE 2017 - 2nd International Conference on Economic Education and Entrepreneurship

678

images tailored to the material covered, while the use

of instructional videos aims to show economic actors

and deepen the students' knowledge of the topics

discussed in accordance with the problems of each

group. The use of both media has a positive influence

on student interest, motivation, and learning

outcomes. This is evident when the group reports the

observations and responds. Implementation of the

first cycle of the use of both media has not

significantly improved the IPS learning out-comes, so

additional media is needed to be used in the next

cycle.

3.1.2 First Cycle Learning Outcomes

The data of the first cycle research learning results

obtained from the implementation of the competency

test conducted at the third meeting on Mon-day,

January 16, 2017. Implementation of the first

competency test followed by 32 students and held for

1 lesson. The number of items tested is 20 items with

multiple choice questions. Based on the results of

competency test tests conducted in the first cycle

obtained data value of student learning out-comes

with the following details:

Table 1: Details of learning outcomes of the cognitive

sphere of cycle I.

Learning Outcome

Score

Percentage

Average value

Complete

66%

Not complete

34%

Achievement

success

Based on the data the average value of students is

80, students who complete learning as many as 14

people and who do not complete as many as 18

people. There is an increase in student learning out-

comes compared to the initial conditions. This can be

seen with the use of Social Interaction learning model

and Behavior Modification about the concept of need

and scarcity (motive, principle, and economic action)

so that students feel happy, and see the real problems

that occur in the surrounding environment so that they

become active and creative in expressing Argument.

3.1.3 Description of Cycle II

Implementation

Classroom action research in the second cycle is

carried out for 3 (three) meetings. The

implementation of this research was conducted on

Thursday, January 19, 2017 to Thursday, January 26

2017. The implementation procedure of second class

cycling action includes four stages: planning, action

implementation, observation, and reflection.

Specifically, the four stages of the study are described

as follows.

3.1.3.1 Planning

Stages of planning carried out in the second cycle

refers to the alternative actions and solutions

formulated by researchers and collaborators at the

first stage of reflection. The steps taken in the second

cycle of planning activities carried out with reference

to the data and findings obtained in the reflection

activities in the first cycle, the planning that covers

the various steps of activities before the action is done

with the model of distribution activities by preparing

per- Raise the following research sup-port:

1) Coordinate with collaborators and request

permission from the Principal to conduct field visits

as implementation of social interaction learning

model and modification of behavior based on local

wisdom. Prepare learning tools such as: syllabus,

Learning Program Plan (RPP), questionnaire, test

grid of competency test, competency test question,

and answer key. 2) Prepare media and learning tools

such as power book package, laptop, LCD, Genset. 3)

Prepare the instruments of data collection among

others. (a) A list of students of 7th grade. (b) Sheets

of recapitulation of student learning outcomes. (c)

Test result sheet. (d) Field note sheets.

3.1.3.2 Implementation of Action

Implementation of class actions in the second cycle

during the three meetings and end with the test results

and filling questionnaire attitudes. Implementation of

the study was conducted on Monday, January 19 to

Saturday, January 26, 2017 with Core Competence

"Understanding knowledge (factual, conceptual, and

procedural) based on his curiosity about science,

technology, art, culture related phenomena and eye-

catching events. “Understanding the concept of

interaction between people and space, resulting in a

variety of economic activities (production,

distribution, consumption, demand, and supply) and

interaction between spaces for the sustainability of

economic, social and cultural life of Indonesia."

Allocation of time required for the implementation of

first cycle action is 6 x 40 minutes.

3.1.3.3 Observation

Observation activity in the second cycle, re-searchers

found increased activeness in carrying out the

investigation. Overall the students play an active role

in carrying out their respective duties, it is be-cause

the problems are observed really as they experience

and feel in their daily lives.

Improvement of Social Science Learning Results through Learning Models of Social Interaction and Modiﬁcation of Behavior

679

Just as when presenting an observation report in

front of the class, the activity of asking and

responding to questions increases sharply, it can be

seen during the discussion, almost all students raised

their hands to respond to the investigator report of the

presenter group. Some students are upset because

they are not given the opportunity to express their

response. Seeing these conditions, collaborators

occasionally give the students understanding that re-

membering time is not possible if all questions are

mocked. The solution is every question should rep-

resent the group and each group is given the

opportunity to ask one question.

3.1.3.4 Reflection

Based on the data of student learning outcomes in the

second cycle it can be concluded that the results of

this class action research already meet the criteria of

success of the study. It refers to the aver-age grade

score of 87 or 84% learning mastery. Referring to the

data above learning results, then the second cycle of

research implementation meets the criteria of success

of the research that has been determined. Therefore,

this study was discontinued until the second cycle.

3.1.4 Second Cycle Learning Results

The second cycle research result data was obtained

from the implementation of the competency test

conducted at the third meeting on Thursday, January

26, 2017. The second cycle of competency test was

followed by 32 students and held for 20 minutes. The

number of questions tested is 20 items with multiple

choice objective type.

Based on the results of competency test tests con-

ducted in the second cycle obtained the value of

student learning outcomes with the following details.

Table 2: Details of learning outcomes of the cognitive

sphere of cycle II.

Learning Outcome

Score

Percentage

Average value

Complete

84%

Not complete

16%

Achievement

success

Based on the data, the average of student

achievement reaches 87, which is complete learn 27

people and not complete 5 people or learning result

reach 84%.

Comparison of Student Learning Data in

Preliminary Condition (Pre-Action), Cycle I and

Cycle II. Comparison of learning outcomes ranging

from initial conditions (pre-action), first cycle, and

second cycle then below presented a comparison table

as follows:

Table 3: Comparison of learning result data on pre-action,

cycle I, and cycle II.

Learning Outcome

Pre-action

cycle 1

cycle II

Average value

Percentage complete

31%

66%

84%

Percentage not

complete

69%

34%

16%

Achievement

failed

success

Based on the data of student learning outcomes,

the average student scores on initial conditions only

75 or the percentage of mastery 34%. After the first

cycle, the average learning outcomes increase to 80

or the completion percentage reaches 66%, after the

action in the third cycle the average learning out-

come reaches 86 or the percentage of mastery in-

creases to 84%.

Based on the data of these learning results, the

research on this second cycle has been in accordance

with the indicator of successful research that is set at

80%.

3.1.5 First and Second Cycle

3.1.5.1 Differences First Cycle

Implementation of learning in the first cycle

implements the steps of learning model of social

inter-action and behavior modification. The

deepening of the subject matter utilizes library and

PowerPoint media. Libraries are used as a means to

learn and find answers to the problems that make up

tasks through textbooks, newspapers, magazines and

relevant sources. Power points are used as a means to

clarify material not found in libraries. Such as images,

photos and videos related to the material. Power-point

also serves as a tool to explain the steps of the

learning model so that students more quickly catch

the message delivered. In the first cycle student

learning outcomes average 80 or completeness of

learning reached 66%. Media power points, libraries,

and markets, in an effort to relate the subject matter

to the actual conditions that can be perceived by

students so that the lesson is really contextual. The

market becomes the object of observation done by the

students to do a search about the problems associated

with the distribution in the observation.

Implementation of observations in the market gives a

huge change to the learning outcomes of the second

cycle. This can be known after done with the test of

learning achieves an average of 87 or 84% complete

learning. Based on the data, the second cycle

implementation using the environment media

ICEEE 2017 - 2nd International Conference on Economic Education and Entrepreneurship

680

(market) as an object that can be observed directly

(observation) by the students, san gat gives a big

influence on student learning outcomes.

3.2 Discussion

3.2.1 Pre-action

Prior to the classroom action research, the learning

activities undertaken by teachers still apply

conventional learning methods. The learning method

implemented tends to be one way traffic without

actively involving student participation in learning.

The material presented is abstract, theoretical, and

academic by promoting rote as one way of mastery of

the material being studied. Application of

conventional learning methods because students are

not able to develop creativity cannot analyze the

problems or concrete problems faced in everyday life

and only able to remember the material taught in a

short time.

3.2.2 Implementation of Social Interaction

Model and Behavior Modification

Implementation of social interaction learning model

and behavior modification based on local wisdom is

done by using PowerPoint media, library and the

surrounding environment (market) as a medium to

convey information about the subject matter in

observation in order to build spirit, interest, learning

motivation that relate theoretical lessons with real life

Students.

Constraints faced in the implementation of social

interaction learning model and modification of

behavior based on local wisdom is a) Time

management that has not maximal in Implementation

of social interaction learning model and modification

of behavior based on local wisdom in IPS learning

pro-cess, b) Observation on the activity of learners is

very limited so that The phenomenon of learners'

behavior is not completely readable, the change in the

attitude of learners requires continuous supervision

and control, c) Implementation of social interaction

learning model and modification of behavior based on

local wisdom has not been maximized due to time

constraints, d) Lack of spirit of collaborators to

implement interaction learning model Social and

behavior modification based on local wisdom be-

cause it is familiar with conventional learning

methods.

The researcher solves the problem of applying

social interaction learning model and behavior

modification based on local wisdom by designing and

executing the learning in accordance with learning

scenario that has been compiled, improving the

mastery of the class, improving the concept of

learning mod-el of social interaction and modification

of behavior based on local wisdom, And media use to

enable collaborators to feel the importance of

meaningful, fun, and innovative learning strategies,

investigative implementation must using time other

than school hours.

4 CONCLUSIONS

The use of learning model of Social Interaction and

Modification of Behavior based on Local Wisdom

Values is very pleasing and can improve the quality

of learning include student activeness in following the

lesson, arguing courage and student learning

outcomes also increase. The combination of the two

components is not only students learn through

textbooks or social science course materials, but

students also learn cooperatively students can directly

link the subject matter with real world students, so

that students really feel the real what they learn and

motivated with Rewards that become teacher

strengthening for students whose interests and

learning outcomes best. We recommend that teachers

apply the Use of Social Interaction learning model

and Behavior Modification based on Local Wisdom

Values tailored to the learning materials. The use of

social interaction learning model is very suitable to be

applied with behavior modification to emphasize the

activity and interaction among students to help each

other in mastering the subject matter in order to

achieve maximum result by giving reward as the

supporting reinforcement.

REFERENCES

Agung S, Leo. 2015. The Development of Local Wisdom

Based Social Science Learning Model with Bengawan

Solo as the Learning Source. American International

Journal of Social Science, Vol. 4, No. 4; August

2015:51-58.

Anderson, L.W., Kratwhol, D.R, .2001.Kerangka landasan

untuk pembelajaran, pengajaran, dan assesmen. (Rev.

ed). (Terjemahan Agung Prihantoro). Yogyakarta:

Pustaka Pelajar (Buku asli diterbitkan tahun 1956)

Anggraini, P., Kusniarti, T., 2015. The Insertion of Local

Wisdom into Instructional Materials of Bahasa

Indonesia for 10

Grade Students in Senior High

School. Journal of Education and Practice,ISSN 2222-

1735 (Paper) ISSN 2222-288X (Online) Vol.6 2015,

No.33:89-92.

Anita Lie. 2004. Cooperative Learning: Mempraktikkan

Cooperative Learning di Ruang- ruang Kelas. Rev.ed.

Jakarta: PT Grasindo.

Improvement of Social Science Learning Results through Learning Models of Social Interaction and Modiﬁcation of Behavior

681

Arends, R.I., Kilcher A., 2010. Teaching for student

learning: becoming an accomplished teacher. New

York & London. Routledge.

Barth Jl., 1990. Method of instruction in social studies

education. Boston: University Press of America.

Dewi, I.N., Poedjiatoeti, S., Praharani B.K., 2017. ELSII

Learning Model Based Local Wisdom To Improve

Students’ Problem Solving Skills And Scientific

Communication. International Journal of Education

and Research, Vol. 5 No. 1 January 2017:107-118

Ellis, A.K., 2010. Teaching and learning elementary

social studies (sixth edition): Boston: Pearson

Education, Inc.

Grady, M. P., 1998. Qualitative and Action Research: A

Practitioner Handbook. Indiana: Phi Delta Kappa

Educational Foundation.

Hurst, Beth, Randall Wallacey, Sarah B. Nixon. 2013. The

Impact of Social Interaction on Student Learning.

Reading Horizons, Vol. 52 Issue 4.

Ivankova, N. V., 2015. Mixed Methods Applications in

Action Research. California: Sage Publication.

Kemmis, S., Taggart. R.Mc.1990. The action re-search

planner (Third edition). Victoria: Deakin University

Production Unit.

Miles, M.B., Huberman, A.M. 1994. Qualitative data

analysis: an expanded sourcebook, 2nd ed. Thousand

Oaks: Sage Publications.

Orlich. et.al. 2010. Teaching strategies: Aguide to ef-fective

instruction. Boston: Arethea Thomas.

Riyanto, Y., 2009. Paradigma baru pembelajaran. Jakarta:

Kencana Prenada Media Group.

Peraturan Menteri Pendidikan Nasional Nomor 20 Tahun

2007 tentang Standar Penilaian Pendidikan

Peraturan Perundang-undangan Republik Indonesia

Nomor 19 Tahun 2005 tentang Standar Nasional

Pendidikan. Jakarta: Sinar Grafika.

Sanjaya, W., 2012. Perencanaan dan desain sistem

pembelajaran. Jakarta: Kencana Prenada Media

Group.

Sagor, R., 2005. The Action Research Guidebook.

California: Corwin Press.

Scuhnk, D.H., 2012. Learning theories an education-al

perspective. Sixth edition. Boston: Pearson education,

Inc.

Trianto. 2007. Model- model Pembelajaran Inovatif

Berorintasi Konstruktivistik. Jakarta: Prestasi Pustaka.

ICEEE 2017 - 2nd International Conference on Economic Education and Entrepreneurship

682