Improving Fourth-Grade Students' Science and Social Studies Learning Outcomes Through the Make a Match Cooperative Learning Model

Abstract

Elementary instruction in Science and Social Studies [Ilmu Pengetahuan Alam dan Sosial (IPAS)], Indonesia's integrated science and social studies subject, is often delivered through teacher-centered methods that limit student engagement, so this classroom action research examined whether the make a match cooperative learning model could improve fourth-grade students' IPAS learning outcomes. The study involved the entire population of Class IV A at SD Inpres Perumnas Palu, Central Sulawesi (28 students), following a two-cycle classroom action research design with planning, action, observation, and reflection stages. Data were collected through an observation sheet rating teacher and student activity on a four-point scale, a semi-structured teacher interview, and multiple-choice achievement tests administered at baseline and after each cycle; quantitative results were analyzed using individual and classical mastery formulas, while qualitative data were analyzed through data reduction, display, and conclusion drawing. Classical mastery rose from 25% at baseline to 50% after Cycle I and reached 85.71% after Cycle II, while the mean achievement score increased from 49.21 to 71.78 and to 77.28; observed teacher and student activity increased across both cycles, though the modest Cycle I gain reflected an early adjustment period before the predetermined 70% classical mastery threshold was met. These findings indicate that the make a match model improves IPAS learning outcomes, with gains unfolding gradually rather than immediately, offering elementary teachers a low-cost alternative suited to resource-constrained, post-disaster classroom settings.