<![CDATA[Abstrak: Guru MIN I Jombang, khususnya guru mata kelas IV masih menggunakan metode pembelajaran konvensional atau metode pembelajaran ceramah, dimana guru hanya menyampaikan materi tanpa memahami bakal kemampuan siswa sehingga mengakibatkan nilai hasil belajar tematik relatif rendah. Penelitian ini menggunakan metode penelitian class room action research (PTK) yang berlangsung dalam dua siklus yang telah direncakan yang dibagi dalam empat tahapan yaitu : tahap perencanaan, tahap pelaksanaan, tahap pengamatan (observasi), dan tahap refleksi. Dalam penelitian ini penggumpulan data menggunakan instrumen wawancara, observasi dan tes. Penelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran snowball throwing pada pembelajaran tematik serta untuk mengetahui peningkatan hasil belajar siswa kelas IV MIN I Jombang setelah penggunaan model pembelajaran snowball throwing. Berdasarkan hasil penelitian, dapat diketahui perolehan rata-rata hasil nilai pra siklus, siklus I dan siklus II mengalami peningkatan hasil yang cukup baik. Pada pra siklus ketuntasan belajar jauh dari KKM yaitu >75, dikatakan demikian dikarenakan rata-rata prasiklus hanya 65 atau ketuntasan hanya 47%. Pada nilai pra siklus hingga siklus I ketuntasan belajar siswa mengalami peningkatan dengan rata-rata nilai dari nilai pra siklus 65 menjadi 72 pada siklus I. Pada siklus I hingga siklus II, ketuntasan belajar siswa mengalami peningkatan yang baik dengan rata-rata nilai dari siklus I 72 menjadi 89 pada siklus II. Hasil observasi juga menunjukkan aktivitas siswa dan guru mengalami peningkatan dari siklus I ke siklus II, pada siklus I aktivitas peserta didik dan guru berkategori cukup aktif, sedangkan pada siklus II aktif. Berdasarkan hasil penelitian ini, dapat disarankan supaya guru dapat menggunakan model pembelajaran snowball throwing sebagai suatu pembelajaran alternatif yang layak dipertimbangkan dalam pembelajaran tematik bagi madrasah ibtidaiyah (MI) dan juga sekolah dasar (SD).Abstract: MIN I Jombang teachers, especially class IV teachers still using conventional learning methods or lecture learning methods, where the teacher only conveys the material without understanding the students' abilities so that resulting in relatively low thematic learning outcomes. This research using the class room action research (CAR) research method which took place in two planned cycles which were divided into four stages, namely: planning stage, stage implementation, observation stage (observation), and reflection stage. In this research data collection using interview, observation and test instruments. This study aims to describe the application of the snowball throwing learning model in thematic learning and to find out the improvement in the learning outcomes of fourth grade students at MIN I Jombang after using the snowball throwing learning model. Based on the results of the study, it can be seen that the average acquisition of pre-cycle scores, cycle I and cycle II has increased quite well. In the pre-cycle learning completeness away from the KKM, which is >75, it is said that because the average pre-cycle is only 65 or completeness is only 47%. In the pre-cycle value up to the first cycle, student learning mastery has increased with an average value from the pre-cycle value of 65 to 72 in the first cycle. In the first cycle to the second cycle, student learning mastery has increased well with the average value of the first cycle. 72 to 89 in cycle II. The results of observations also show that the activities of students and teachers have increased from cycle I to cycle II, in cycle I the activities of students and teachers are categorized as quite active, while in cycle II it was active. Based on the results of this study, it can be suggested that teachers can use the snowball throwing learning model as an alternative learning that is worth considering in thematic learning for Madrasah Ibtidaiyah (MI) and elementary schools (SD).]]>
