Implementation of GQGA Learning Strategy to Improve Student Learning Outcomes in Class IV Social Science Learning

Abstract

This study was motivated by the suboptimal learning outcomes among Class IV students at MINU Al-Murtadlo Bululawang, Malang, which served as the research sample. The researcher identified that the social sciences component of the integrated IPAS curriculum is perceived as monotonous, primarily due to its heavy reliance on memorizing diverse concepts, contributing to the student’s poor academic performance. This study examines the impact of the Giving Question and Getting Answer (GQGA) strategy on students’ learning outcomes in IPAS on Ethnic Diversity in Indonesia using a pre-experimental, one-group pre-test and post-test design. Data analysis revealed a t-test result of 0.000, below the 0.05 significance level, leading to the rejection of the null hypothesis. A mixed participatory class action research (PCAR) method showed that the GQGA strategy significantly improves students’ learning outcomes. In Cycle I, student performance had a 50.00% completion rate and a class average of 64.72%. By Cycle II, this improved to a 72.22% completion rate and an average of 82.78%. These results indicate a consistent enhancement in student outcomes. It is recommended that students independently explore solutions, particularly in IPAS, which involves diverse concepts and materials.