Constructing Knowledge of Chinese Elementary Students in Plant Identification Learning through Cooperative Script Model
DOI:
https://doi.org/10.56207/iraono.v1i1.119Keywords:
plant identification, cooperative script, learning achievementAbstract
Elementary school students should always channel their talents in the learning process in order to be able to increase their knowledge in knowledge and learning outcomes. The purpose of this study is to improve plant recognition through cooperative script in elementary school students in Jinhua City, China, in which initially students cannot recognize the various names of plant characteristics. Through cooperative script, each learner is expected to be able to repeat and understand plant names easily. This research method used classroom action research. The subjects in this study were grade III elementary school students totalling 48 students. At the time of learning, the condition of students was still in the sense of lack of understanding of increasing knowledge, whereas at the time of the pre-cycle, only 14 students or with a percentage of 29.17% who passed the minimum completeness value. Then proceed to cycle I and as many as 37 students or with a percentage of 77.08% who passed the minimum completeness value. Moreover, cycle II continued with improved planning and accurate implementation, and the result revealed that all students passed the minimum completeness value. This finding indicates that with the cooperative script model, student learning is easier to accept because there is grouping and independence evenly and accountable empowering smaller and more influential groups.
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