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All Journal Sumatra Journal of Disaster, Geography and Geography Education
bin Ismail, Ahmad Munsif
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Education

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The Talking Stick Learning Model in Geography Lessons at Sma Negeri 17 Pekanbaru, Indonesia bin Radin Abdul Halim, Radin Muhd. Imaduddin; bin Ismail, Ahmad Munsif; Dedi Iswara; Budi Handoyo
Sumatra Journal of Disaster, Geography and Geography Education Vol. 10 No. 1 (2026): Sumatra Journal of Disaster, Geography and Geography Education (June Edition)
Publisher : Sumatra Journal of Disaster, Geography and Geography Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/sjdgge.v10i1.731

Abstract

The purpose of this research is to analyze the improvement of learning activity results and learning outcomes through the Talking Stick learning model. This type of research is classroom action research which is carried out through the stages of planning, implementation, observation, and reflection. This research looks at student learning activities including visual activities, oral activities, mental activities, listening activities, writing activities, and emotional activities. The data collection tool used is a worksheet. observation of student learning activities and learning outcome tests. The results of the study show that (1) Learning activities observed from the learning process using the talking stick learning model increased from cycle I to cycle II. The average active student learning activity in cycle I was 44.87% and increased to 79.3% in cycle II. (2) The learning outcome value from the Daily Assessment (PH) conducted at the 4th meeting of each cycle also increased the number of students who achieved KKM ≥85, namely 52.7% completed cycle I and in cycle II increased to 86.11%. So it can be concluded that geography learning using the talking stick learning model can improve students' learning activities and learning outcomes in the biodiversity material for grades XI-4
Reciprocal Teaching Instruction at State Islamic Senior High School (Man) 1 Banjarnegara,Banjarnegara Regency, Indonesia bin Ismail, Ahmad Munsif; bin Suhadak, Saiful Adli; bin Radin Abdul Halim, Radin Muhd. Imaduddin; Faizah, Inarotul; Dewilna Helmi
Sumatra Journal of Disaster, Geography and Geography Education Vol. 10 No. 1 (2026): Sumatra Journal of Disaster, Geography and Geography Education (June Edition)
Publisher : Sumatra Journal of Disaster, Geography and Geography Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/sjdgge.v10i1.741

Abstract

The phenomenon of low active involvement and weak conceptual understanding in students of grades XI-7 MAN 1 Banjarnegara in the subject of Geography became the main trigger for the implementation of this research. The problem is allegedly rooted in the application of conventional instructional methods that still dominate the classroom, thus limiting students' intellectual mobility. As a solution, this Classroom Action Research (PTK) was initiated to evaluate the extent to which the Reciprocal Teaching model is able to escalate the dynamics of activities as well as the achievement of student learning outcomes through a more participatory approach. In its implementation, this study takes two action cycles that integrate the four pillars of cognitive strategy, namely summarizing, question generating, clarifying, and predicting. In Cycle I, observations showed that student involvement was still held at a low to moderate level, with the classical completion rate only reaching 46.7%. Nevertheless, through deep reflection and strengthening collaboration in Cycle II, there was a significant spike in the intensity of interaction in the classroom. It was recorded that students' questioning activities increased drastically to the very high category (81%), which was directly proportional to the increase in learning completeness which reached 70%. This success confirms that the paradigm shift, in which students take on the role of "teachers" to their peers, is effectively able to stimulate metacognitive independence and build their confidence. Comprehensively, the implementation of Reciprocal Teaching has succeeded in transforming the learning atmosphere into a more dynamic and in-depth ecosystem. These results prove that the target of process improvement and optimization of learning outcomes in Geography material has been completely fulfilled in the second cycle, so that no more intervention is needed in the next cycle.
Co-Authors bin Radin Abdul Halim, Radin Muhd. Imaduddin bin Suhadak, Saiful Adli Budi Handoyo Dedi Iswara Dewilna Helmi Faizah, Inarotul