Penerapan Model Pembelajaran SCRAMBLE Dalam Meningkatkan Hasil Belajar Siswa Di SMP Negeri 1 Hiliserangkai

Authors

  • Wahyutra A. Telaumbanua Pendidikan Ekonomi, Universitas Nias
  • Agusrita Halawa Pendidikan Ekonomi, Universitas Nias
  • Parlinieli Daeli Pendidikan Ekonomi, Universitas Nias
  • Irwan Lase Pendidikan Ekonomi, Universitas Nias

DOI:

https://doi.org/10.56207/lauru.v5i1.954

Keywords:

SCRUMBLE, Hasil Belajar

Abstract

This study aims to determine the application of the Scramble learning model in improving student learning outcomes in Integrated Social Studies subjects in class VIII-A SMP Negeri 1 Hiliserangkai in the 2023/2024 Academic Year. This study uses a quantitative approach with the type of Classroom Action Research (CAR) which is implemented in two cycles. The research subjects numbered 20 students. Data collection techniques were carried out through observation, documentation, and learning outcome tests. The results showed that the application of the Scramble learning model was able to improve student activity and learning outcomes. In the first cycle, the average student learning outcome reached 68.92 with a completion percentage of 50%, while in the second cycle it increased to 77.04 with a completion percentage reaching 95%. In addition, teacher and student activities during the learning process also increased in each cycle. Thus, the Scramble learning model is effective for improving student learning outcomes in Integrated Social Studies subjects.

Author Biographies

Wahyutra A. Telaumbanua, Pendidikan Ekonomi, Universitas Nias

This study aims to determine the application of the Scramble learning model in improving student learning outcomes in Integrated Social Studies subjects in class VIII-A SMP Negeri 1 Hiliserangkai in the 2023/2024 Academic Year. This study uses a quantitative approach with the type of Classroom Action Research (CAR) which is implemented in two cycles. The research subjects numbered 20 students. Data collection techniques were carried out through observation, documentation, and learning outcome tests. The results showed that the application of the Scramble learning model was able to improve student activity and learning outcomes. In the first cycle, the average student learning outcome reached 68.92 with a completion percentage of 50%, while in the second cycle it increased to 77.04 with a completion percentage reaching 95%. In addition, teacher and student activities during the learning process also increased in each cycle. Thus, the Scramble learning model is effective for improving student learning outcomes in Integrated Social Studies subjects.

Agusrita Halawa, Pendidikan Ekonomi, Universitas Nias

This study aims to determine the application of the Scramble learning model in improving student learning outcomes in Integrated Social Studies subjects in class VIII-A SMP Negeri 1 Hiliserangkai in the 2023/2024 Academic Year. This study uses a quantitative approach with the type of Classroom Action Research (CAR) which is implemented in two cycles. The research subjects numbered 20 students. Data collection techniques were carried out through observation, documentation, and learning outcome tests. The results showed that the application of the Scramble learning model was able to improve student activity and learning outcomes. In the first cycle, the average student learning outcome reached 68.92 with a completion percentage of 50%, while in the second cycle it increased to 77.04 with a completion percentage reaching 95%. In addition, teacher and student activities during the learning process also increased in each cycle. Thus, the Scramble learning model is effective for improving student learning outcomes in Integrated Social Studies subjects.

Parlinieli Daeli, Pendidikan Ekonomi, Universitas Nias

This study aims to determine the application of the Scramble learning model in improving student learning outcomes in Integrated Social Studies subjects in class VIII-A SMP Negeri 1 Hiliserangkai in the 2023/2024 Academic Year. This study uses a quantitative approach with the type of Classroom Action Research (CAR) which is implemented in two cycles. The research subjects numbered 20 students. Data collection techniques were carried out through observation, documentation, and learning outcome tests. The results showed that the application of the Scramble learning model was able to improve student activity and learning outcomes. In the first cycle, the average student learning outcome reached 68.92 with a completion percentage of 50%, while in the second cycle it increased to 77.04 with a completion percentage reaching 95%. In addition, teacher and student activities during the learning process also increased in each cycle. Thus, the Scramble learning model is effective for improving student learning outcomes in Integrated Social Studies subjects.

Irwan Lase, Pendidikan Ekonomi, Universitas Nias

This study aims to determine the application of the Scramble learning model in improving student learning outcomes in Integrated Social Studies subjects in class VIII-A SMP Negeri 1 Hiliserangkai in the 2023/2024 Academic Year. This study uses a quantitative approach with the type of Classroom Action Research (CAR) which is implemented in two cycles. The research subjects numbered 20 students. Data collection techniques were carried out through observation, documentation, and learning outcome tests. The results showed that the application of the Scramble learning model was able to improve student activity and learning outcomes. In the first cycle, the average student learning outcome reached 68.92 with a completion percentage of 50%, while in the second cycle it increased to 77.04 with a completion percentage reaching 95%. In addition, teacher and student activities during the learning process also increased in each cycle. Thus, the Scramble learning model is effective for improving student learning outcomes in Integrated Social Studies subjects.

References

Arikunto, S. (2012). Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.

Azwar, S. (1998). Tes Prestasi: Fungsi dan Pengembangan Pengukuran Prestasi Belajar. Yogyakarta: Pustaka Pelajar.

Dalyono. (2005). Psikologi Pendidikan. Jakarta: Rineka Cipta.

Depdiknas. (2002). Pedoman Penilaian Hasil Belajar. Jakarta: Departemen Pendidikan Nasional.

Dimyati, & Mudjiono. (2002). Belajar dan Pembelajaran. Jakarta: Rineka Cipta.

Hamalik, O. (2002). Proses Belajar Mengajar. Jakarta: Bumi Aksara.

Istarani. (2011). 58 Model Pembelajaran Inovatif. Medan: Media Persada.

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Published

2026-06-24

How to Cite

Telaumbanua, W. A., Halawa, A., Daeli, P., & Lase, I. (2026). Penerapan Model Pembelajaran SCRAMBLE Dalam Meningkatkan Hasil Belajar Siswa Di SMP Negeri 1 Hiliserangkai. LAURU: Jurnal Ilmiah Pendidikan Ekonomi, 5(1), 39–42. https://doi.org/10.56207/lauru.v5i1.954

Issue

Vol. 5 No. 1 (2026): Juni 2026

Section

Table of Contents

License

Copyright (c) 2026 Bezisokhi Laoli, Dewi Jualiana Gulo, Arwadin Asmar Gulo

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