Enhancing Student Engagement and Mastery of IPAS through Cooperative Learning at MI Nurul Yaqin NW Landah: A Classroom Action Research

Abstract

This study investigates the effectiveness of cooperative learning in enhancing students' engagement and understanding of Integrated Science, Social Studies, and Civics (IPAS) at MI Nurul Yaqin NW Landah. The subject of IPAS plays a critical role in providing students with fundamental knowledge in science, social studies, and civic education. However, many students find it challenging to grasp these concepts when traditional teaching methods are used, often resulting in passive learning. Cooperative learning, which emphasizes collaboration, active participation, and shared responsibility, has been shown to improve student engagement, comprehension, and social skills. This research aims to explore how cooperative learning strategies can be implemented in the IPAS classroom to foster deeper understanding and improve academic performance.

The study uses Classroom Action Research (CAR) methodology, implemented in two cycles. Each cycle includes planning, action, observation, and reflection, allowing for continuous refinement based on the results of the previous cycle. Data collection includes student assessments, classroom observations, and interviews with teachers to evaluate the impact of cooperative learning on student engagement and academic achievement in IPAS. The research specifically examines how working in groups enhances critical thinking, problem-solving abilities, and communication skills, which are essential for mastering IPAS content.

The preliminary results suggest that cooperative learning significantly improves student engagement and comprehension of IPAS concepts. Students showed increased participation, better teamwork, and a greater ability to apply IPAS knowledge in practical contexts. These findings demonstrate the potential of cooperative learning as an effective instructional strategy for improving IPAS education at MI Nurul Yaqin NW Landah.