Comparison of Learning Effectiveness Cooperative Integrated
Reading and Composition, Group Onvestigation, and Team Games
Tournament on Social Studies Concept Understanding
Eldi Mulyana and Mamat Ruhimat
Universitas Pendidikan Indonesia, Bandung, Indonesia
Keywords: Cooperative Integrated Reading and Composition (CIRC), Group Investigation (GI), Team Games
Tournament (TGT), understanding of Social Studies concepts.
Abstract: This research is motivated by a low of Social Studies concept understanding that occurred in students of class
VIII SMP Negeri 38 Bandung. The low of Social Studies understanding is caused by misconception that
students brought from their environment as a result of wrong mindset and learning method of Social Studies
that less persuade the students to actively involved in learning process. Researchers has tried to use
Cooperative Integrated Reading and Composition (CIRC), Group Investigation (GI) and Team Games
Tournament (TGT) to increase the understanding of Social Studies concept. The method that used was quasi
experiment with nonequivalent [pre test and post test] research design. Data were obtained by tests (pre test
and post test), observation sheets and interview. Data analysis is by using right only method, analysis of
increasing Social Studies concept understanding (gain), normality test Lilliefors (Kolmogorov-Smirnov dan
Shapiro-Wilk), homogeneity test Levene Test, hypothetical test (paired sample t test, independent sample t
test, dan matched subject). The result of this research showed that learning of CIRC, GI, and TGT are effective
to gain the understanding of Social Studies in students, it is based on the average marks of Social Studies
concept understanding after the treatment is higher than before. Conclusion from this research is CIRC, GI,
and TGT are effective to improve the understanding of Social Studies concepts. Comparison the effectivity
of these cooperative learning types, GI learning is better and more effective to gain students understanding of
Social Studies concept compared with CIRC and TGT learning.
1 INTRODUCTION
The use of lecture method in Social Studies subject
can not be avoided by teachers because it contains
data, information, concepts and generalization. Result
of a research which was conducted by Maryani &
Sjamsuddin (2008, pg. 88) showed that “67,7%
students of Junior High School in West Java does not
want lecture methods in learning activities”.
Meanwhile, Al Muchtar (2014, pg. 3) points out that
“one of weakness in Social Studies education is too
much emphasis knowledge rather than understanding
and attitude”. Understanding the wrong concept of
Social Studies could lead to misconceptions of
students.
Based on observation on students of class VII at
SMP Negeri 38 Bandung, found the problem of
Social Studies concepts understanding from the result
of the daily test, as follows:
Table 1. Table of Daily Test Score of Social Studies
Concepts Understanding
No
Class
Data of Daily Test Class VIII
Highest
Score
Lowest
Score
Average
1
VIII A
74
24
55,42
2
VIII B
74
16
48,63
3
VIII C
78
40
56,47
4
VIII D
70
20
51,53
5
VIII E
72
36
54,58
6
VIII F
76
32
54
7
VIII G
72
28
47,79
8
VIII H
70
30
45,84
9
VIII I
68
30
47,54
10
VIII J
74
30
46,65
11
VIII K
68
32
51,47
Total Average of Daily Test Score
54
Source: Research Result
506
Mulyana, E. and Ruhimat, M.
Comparison of Learning Effectiveness Cooperative Integrated Reading and Composition, Group Onvestigation, and Team Games Tournament on Social Studies Concept Understanding.
In Proceedings of the 2nd International Conference on Sociology Education (ICSE 2017) - Volume 2, pages 506-512
ISBN: 978-989-758-316-2
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

One implementation of changes in Social Studies
learning can be done through cooperative learning.
Solihatin & Raharjo (2011, pg. 2) points out that
“Efforts to improve the quality of teaching and
learning process in Social Science education is a very
urgent need to do. One of the learning model is
cooperative learning”. Some methods in cooperative
learning can be an alternative to improve the
understanding of the concept of Social Studies,
including the Cooperative Integrated Reading and
Composition, Group Investigation and Team Games
Tournament). Lie (2008, p. 28) argues that "the
underlying philosophy of cooperative learning
methods are homo homini socius which emphasizes
that human beings are social beings". All cooperative
learning methods offer students to work together in
learning and provide learning to be responsible for
their teammates, also able to make themselves learn
as well as others.
CIRC could train students abilities to make
explanations on predictions about how problems will
be addressed and summarize the main elements of a
subject. Both abilities, according to Palinscar &
Brown (in Slavin, 2008, p. 203) are 'activities that are
found to improve reading comprehension'. CIRC uses
cooperative teams to help students learn the ability to
understand learning materials.
GI is a method that provides interpersonal
dialogue to students by conducting investigations in
solving problems in groups to generate a report. GI
according to Joyce, Weil & Calhoun (2011, p. 34) is
designed to "guide students in clarifying the problem,
explore various perspectives of the issue, and
examines together to master the information, ideas
and skills that simultaneously also to develop their
social competences". GI emphasizes all group
members to plan a study along with problem solving
then the results are presented in front of the forum.
TGT is a method that involves the activities of all
students without any differences in status with the
peer tutoring system that contains elements of the
game and reinforcement. TGT according to Slavin
(2008, p. 163) is "a method that uses an academic
tournament using quizzes and scores of individual
progress, the learners compete as representatives of
their team with other team members ". The scope of
this study is to compare the three methods of
cooperative learning (CIRC, GI and TGT) to see the
effectiveness in improving the understanding of
Social Studies concept of the students in class VIII
SMPN 38 Bandung.
2 THEORITICAL REVIEW
2.1 Understanding the Concept of Social
Studies
Definition of understanding (comprehension)
according to Bloom, et al. (1986, p. 89) is Here we
are using the term comprehension to include Reviews
those objectives, behaviors, or responses roomates
represent on understanding of the literal message
contained in a communication. Students can be said
has understand according to Anderson & Krathwohl
(2010, pp. 105) is if they can construct the meaning
of learning messages, whether oral, written or
graphic, delivered through learning, books or
computer screens. The definition of the concept
according to Jarolimek (1986, p. 22) is sometimes
Described as abstract categories of meanings.
Concept definitions therefore tell us only about the
qualities or attributes that a class or group of
examples have in common. Understanding the
concept is very important in the social studies, as
proposed by Chadwick (2009, p. 4) that the Concept
are embedded in all the social studies achievement
across the four conceptual strands and are an
essential part of teaching and learning in social
studies . Moreover, many of the same concepts form
the buliding blocks for learning in the senior social
sciences, so understanding them is crucial for these
students. Teaching for conceptual understanding in
social studies enables teachers to select and structure
learning around important concepts. This process
also provides students with their conceptual
frameworks for their own constructing way for
structuring their understandings.
Reece & Walker (2003, p. 18) suggests that
Learning to understand something involves giving
answers to the question of why and how. Banks (2012,
p. 59) argues that having knowledge of the basic
concepts of various social science disciplines makes
it possible to pay attention to problems that span
multiple disciplines, or become interdisciplinary in its
scope. The concept of Social Studies according to
Chapin & Messick (in Somantri, 2010, p.38)
illustrates material from seven disciplines: 1) History;
(2) Geography; (3) Economy; (4) Political Science;
(5) Sociology; (6) Anthropology; and (7) Psychology.
Some examples of the concept of Social Studies
stated by Womack (1970, p. 30), including:
Revolution, Ideology, Stratification, Family, Balance
of Power, Diminishing Returns, Republic, Regional,
Specializations, Government, Productivity,
Institutions, Culture Lag, Customs, Nationalism,
Election.
Comparison of Learning Effectiveness Cooperative Integrated Reading and Composition, Group Onvestigation, and Team Games
Tournament on Social Studies Concept Understanding
507

2.2 Cooperative Integrated Reading and
Composition (CIRC)
The CIRC learning steps according to Komalasari
(2013, p. 69) are presented as follows:
1. Establish groups whose members are
heterogeneous;
2. Teachers give a discourse/clipping that
accordance with the learning topic;
3. Students work together reading for each other
and find the main idea and give a response to the
discourse/clippings and written on a sheet of
paper;
4. Presenting/reading out group results;
5. Teachers make a conclusion together; and
6. Closing.
Slavin (in Suyitno, 2005, p. 6) suggests the
advantages of CIRC Learning are:
1. CIRC is appropriate to improve skills of
students in completing solving problem
questions;
2. Domination of teachers in learning would be
reduced; and
3. Students will motivated on results carefully,
because they work in group.
4. Students could understand the meaning of
question and they could check each other works;
and
5. Help weak students.
Deficiency of CIRC learning are:
1. On the presentation time only active students
would appear; and
2. Not all students can solve question carefully.
2.3 Group Investigation (GI)
The GI learning steps according to Komalasari (2013,
p. 75-76) consist of topic selection, cooperation
planning, implementation, Analysis and Synthesis,
Presentation of Final Results, and evaluation.
Setiawan (2006, p.9) describes some of the
advantages and disadvantages of GI learning, as
follows:
Advantages of GI Learning
1. Personally
a) Can works freely in the learning process;
b) Give enthusiasm to be inititative, crative,
and active;
c) Confidence level will be increased;
d) Can learn to solve, handle a problem;
e) Develop enthusiasme and taste.
2. Socially
a) Improves teamworking;
b) Learn to communicate well either with
friends or teachers;
c) Learn to communicate well systematically;
d) Learn to respect opinion of others; and
e) Improves participation in making a
decision.
3. Academically
a) Students has been trained to take
responsibility of any given answers;
b) Works systematically;
c) Develop and train skills in various field;
d) Planning and organizing their works;
e) Check the validity of answers they have
made;
Disadvantages of GI learning: The least material
presented at a single meeting, the difficulty of giving
personal assessments. GI learning type fits into a
topic that requires students to understand a subject
from their own experiences.
2.4 Team Games Tournament (TGT)
Komalasari (2013, p. 67-68) points out that there are
five main components in TGT, namely class
presentation, group, games, tournaments and team
recognition.
Taniredja, Faridli & Harmianto (2013, pp. 72-73)
points out the advantages and disadvantages of TGT
learning:
Advantages of TGT:
1. In cooperative class students has a freedom to
interact and using their opinions;
2. Students confidence will be increased;
3. Disruptive behaviour to other students will getting
smaller;
4. Motivation of students to studying will be
increased;
5. Deeper understanding to the subject;
6. Increase kindness, sensitivity, tolerance between
students and between students with teachers.
Disadvantages of TGT: (1) not all of students
contribute their opinions, (2) Lack of time for
learning process; and, (3) The probability of noisy
condition if the teacher does not manage the class
well.
3 RESEARCH METHODS
This quasi experiment research design using
Nonequivalent [Pre Test and Post Test] Control
Group Design. This design according to Creswell
(2013, p. 242) is the experimental group and the
control group were selected without random
ICSE 2017 - 2nd International Conference on Sociology Education
508

assignment. In the two groups, both performed a pre-
test and post-test. Only the experimental group who
is in treatment. Therefore, this design is almost the
same as the pre test and post test control group design
as the only form of true experiment only experimental
group or the control group was not chosen randomly.
Data of descriptive statistics using Microsoft Office
Excel for Windows software. Normality Test using
Lilliefors (Kolmogorov-Smirnov and Shapiro-Wilk)
methods. Homogeneity test using the Mann Whitney.
Statistical analysis manually and also using Software
SPSS 18 for windows with a significance level α = 5%
(0.05).
Hypothesis testing using different test, written test
requirements matched subjects that had requirements
which was initial data of Social Studies concept
understanding of students should be equal and pairs
(matching). Using a different test paired samples t-
test and test of independent sample t-test. The process
of data analysis and hypothesis testing assisted with
SPSS software.
4 RESEARCH RESULTS
These are the summarizes of research hypothesis, the
type of statistical tests and the conclusion of the
hypothesis tests result:
Table 2: Table of Hypothesis Tests Result
No
Research
Hypothesis
Statistical
Test
Summarizes
1
There is a
difference in
understanding the
concept of Social
Studies in control
class that using
conventional
learning before and
after treatment.
t’
H1
Accepted
(Very
Significant)
2
There is a
difference in
understanding the
concept of Social
Studies in
experimental class
1 that using CIRC
learning before and
after treatment.
t’
H1
Accepted
(Very
Significant)
3
There is a
difference in
understanding the
concept of Social
Studies in
experimental class
t’
H1
Accepted
(Very
Significant)
2 that using GI
learning before and
after treatment.
4
There is a
difference in
understanding the
concept of Social
Studies in
experimental class
3 that using TGT
learning before and
after treatment.
t’
H1
Accepted
(Very
Significant)
5
There is a
difference in
improving
understanding the
concept of Social
Studies between
control class that
using conventional
learning with
experimental class
1 that using CIRC
learning.
t’
H1
Accepted
(Very
Significant)
6
There is a
difference in
improving
understanding the
concept of Social
Studies between
control class that
using conventional
learning with
experimental class
2 that using GI
learning.
t’
H1
Accepted
(Very
Significant)
7
There is a
difference in
improving
understanding the
concept of Social
Studies between
control class that
using conventional
learning with
experimental class
3 that using TGT
learning.
t’
H1
Accepted
(Very
Significant)
8
There is a
difference in
improving
understanding the
concept of Social
Studies between
experimental class
1 that using CIRC
learning with
experimental class
2 that using GI
learning.
t’
H1
Accepted
(Very
Significant)
Comparison of Learning Effectiveness Cooperative Integrated Reading and Composition, Group Onvestigation, and Team Games
Tournament on Social Studies Concept Understanding
509

9
There is no
difference in
increased
understanding the
concept of Social
Studies between
experiment class 1
that using CIRC
learning with
experimental class
3 that using TGT
learning.
t’
H1
Rejected
(Non
Significant)
10
There is no
difference in
increased
t’
H1
Rejected
understanding the
concept of Social
Studies between
experiment class 2
that using GI
learning with
experimental class
3 that using TGT
learning.
(Non
Significant)
Source: Research Results.
Here is a diagram of matched subjects based on
the average score of pre-test and post-test
understanding of Social Studies concepts:
Figure 1: Pretest Postest
Source: Research Results
Here is a diagram of matched subjects based on
the average score gain of understanding Social
Studies concept:
Figure 2: Gain
Source: Research Results.
The obstacles of Implementation of CIRC, GI and
TGT Learning during the study are as follows:
1. CIRC Learning Type
The use of CIRC learning in Social Studies
learning activities of students in class VIII at SMP
Negeri 38 Bandung City is something that has never
been done. The results of the observation show some
obstacles such as students not fully understand the
essence of CIRC learning, lack of provided time to
summarize the key words in the subject, the ability to
summarize concepts of Social Studies that
meaningful not yet able to be implemented properly
due to lack of competent participants students and
teachers at the first meeting still lack of respect for
that condition, the creativity of students is still
15.6 15.6 15.6 15.6
21.7
23.9
26.2
24.4
0
10
20
30
Control Experimental 1 Experimental 2 Experimental 3
Pre Test Post Test
0.44
0.6
0.76
0.64
0
0.2
0.4
0.6
0.8
Control Experimental 1 Experimental 2 Experimental 3
Gain
ICSE 2017 - 2nd International Conference on Sociology Education
510

lacking, and at the time of presentation only active
students who want to perform.
2. GI Learning Type
The use of GI learning in students of class VIII in
SMP Negeri 38 Bandung is something that has never
been done. The results of observations show some
obstacles such as the lack of supervision of students
at the time of group investigation, learning time for
the GI learning method is still not effective, GI
learning is only suitable for materials that challenge
in problem solving and decision making.
3. TGT Learning Type
The use of TGT learning in students of class VIII
in SMP Negeri 38 Bandung is something that has
never been done. The results of observations show
some obstacles such as the lack of ability of teachers
to manage a tournament for students, occasionally the
debate occurred at the time of the tournament because
the tournament system is not well understood by
teachers, the learning time for the TGT learning
method was still not effective, the lack of time that
given to students in doing games and tournaments.
5 CONCLUSION
Understanding the concept of Social Studies in the
control class has succeeded to improve after treatment
compared to the treatment before using conventional
learning. It is seen from the scores that students
achieved in the pre-test has increased during the post-
test. Therefore, the average score of understanding
the concept of Social Studies after treatment is higher
than before treatment has given. Understanding the
concept of Social Studies in the experimental class 1
has been successfully improved after treatment by
using CIRC learning. The average score of Social
Studies concept understanding after treatment is
higher than before treatment has given.
Understanding the concept of Social Studies in
experimental class 2 has successfully improved after
being treated by using GI type learning. The average
score of Social Studies concept understanding after
treatment is higher than before treatment has given.
Understanding the concept of Social Studies in
experimental class 3 has been successfully improved
after being treated by using TGT learning. The
average score of Social Studies concept
understanding after treatment is higher than before
treatment has given. Understanding the concept of
Social Studies in the control class that using
conventional learning is lower than the experimental
class 1 that using CIRC learning. CIRC type learning
is better and more effective to improve understanding
of Social Studies concept than conventional learning.
Understanding the concept of Social Studies in the
control class that using conventional learning is lower
than the experimental class 2 that using GI learning.
GI learning is better and more effective to improve
understanding of Social Studies concept than
conventional learning. Understanding the concept of
Social Studies in the control class that using
conventional learning is lower than the experimental
class 3 that using TGT learning. TGT learning is
better and more effective to improve understanding of
Social Studies concept than conventional learning.
Understanding the concept of Social Studies in the
experimental class 1 that using CIRC learning is
lower than the experimental class 2 that using GI
learning. Therefore, GI learning is better and more
effective to improve understanding of Social Studies
concept than CIRC learning. Understanding the
concept of Social Studies in experiment class 1 that
using CIRC learning has a slight difference compared
to experimental class 3 that using TGT learning.
CIRC and GI learning are equally good and effective
in enhancing the understanding of Social Studies
concepts. Understanding the concept of Social
Studies in the experimental class 2 that using GI
learning has a difference compared to the
experimental class 3 that using TGT learning. No
difference score gain in the experimental class 2 and
class experiment 3. GI and TGT learnings are equally
effective to improve the understanding of the concept
of Social Studies.
REFERENCES
Al Muchtar, S. 2014. Pengembangan Program
Pembelajaran Konsep Pendidikan IPS. Bandung: Gelar
Pustaka Mandiri.
Anderson, L. W., Krathwohl, D. R. 2010. Kerangka
Landasan untuk Pembelajaran, Pengajaran, dan
Asesmen: Revisi Taksonomi Pendidikan Bloom.
Penerjemah Agus Prihantoro. Yogyakarta: Pustaka
Pelajar.
Banks, J. A. 2012. Strategi Mengajar Ilmu Sosial:
Penyelidikan, Penilaian dan Pengambilan Keputusan.
Penerjemah Mahasiswa Pascasarjana S2 Prodi IPS
Angkatan 2011, Sekapur Sirih Idrus Affandi. Bandung:
Program Studi Pendidikan Ilmu Pengetahuan Sosial
Sekolah Pascasarjana Universitas Pendidikan Indonesia
bekerja sama dengan Mutiara Press.
Bloom, B. S., dkk. 1986. Taxonomy of Educational
Objective: The Classification of Educational Goals.
Handbook I: Cognitive Domain. New York: David
McKay.
Chadwick, D. 2009. Approaches to Building Conceptual
Understanding. Wellington New Zealand: Crown.
Comparison of Learning Effectiveness Cooperative Integrated Reading and Composition, Group Onvestigation, and Team Games
Tournament on Social Studies Concept Understanding
511

Creswell, J. W. 2013. Research Design: Pendekatan
Kualitatif, Kuantitatif dan Mixed. Penerjemah Ahmad
Fawaid. Yogyakarta: Pustaka Pelajar.
Jarolimek, J. 1986. Social Studies in Elementary Education.
New York: Macmillan Publishing Company.
Joyce, B., Weil, M., Calhoun, E. 2011. Models of Teaching:
Model-model Pengajaran (Edisi Delapan). Penerjemah
Achmad Fawaid & Ateilla Mirza. Yogyakarta: Pustaka
Pelajar.
Komalasari, K. 2013. Pembelajaran Kontekstual: Konsep
dan Aplikasi. Bandung: Refika Aditama.
Lie, A. 2008. Cooperative Learning, Mempraktikkan
Cooperative Learning di Ruang-ruang Kelas.
Grasindo: Jakarta.
Maryani, E. Sjamsuddin, H. 2008. Pengembangan
Program Pembelajaran IPS untuk Meningkatkan
Kompetensi Keterampilan Sosial. Makalah Hasil
Penelitian, Universitas Pendidikan Indonesia,
Bandung.
Reece, I., Walker, S. 2003. Teaching, Training and
Learning A Practical Guide. Fifth Edition. Sunderland:
Business Education Publishers Limited.
Setiawan, 2006. Model Pembelajaran Matematika dengan
Pendekatan Investigasi. Yogyakarta: PPPG
Matematika.
Slavin, R. E. 2008. Cooperative Learning: Teori, Riset dan
Praktik. Penerjemah Narulita Yusron. Bandung: Nusa
Media.
Solihatin, E., Raharjo. 2011. Cooperative Learning Analisis
Model Pembelajaran IPS. Jakarta: Bumi Aksara.
Somantri, M.N., dkk. 2010. Inovasi Pembelajaran IPS.
Bandung: Rizqi Press bekerja sama dengan Fakultas
Pendidikan Ilmu Pengetahuan Sosial Universitas
Pendidikan Indonesia.
Suyitno, A. 2005. Mengadopsi Pembelajaran CIRC dalam
Meningkatkan Keterampilan Siswa Menyelesaikan
Soal Cerita. Jurnal Seminar Nasional FMIPA UNNES.
Taniredja, T., Faridli, E. M., Harmianto, S. 2013. Model-
model Pembelajaran Inovatif dan Efektif. Bandung:
Alfabeta.
Womack, J. G. 1970. Discovering The Structure of Social
Studies. New York: Benzinger Brother.
ICSE 2017 - 2nd International Conference on Sociology Education
512