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All Journal Bhakti Nagori (Jurnal Pengabdian kepada Masyarakat) Classroom Experiences
Erry Ersani
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Journal : Classroom Experiences

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The Influence of the Example Non-Example Type Cooperative Learning Model on Improving Social Studies Learning Outcomes at State Junior High School 1 Kupang City Yakobus Adventus Lehot; Muhammad Husain Hasan; Erry Ersani
Classroom Experiences Vol. 3 No. 2 (2025): December
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/care.v3i2.578

Abstract

The use of conventional methods, such as lectures, in social studies learning causes students to only be able to recall information without demonstrating a deep understanding. This indicates that students tend to learn at the memorization level. This study focuses on affective learning outcomes, considering that students are generally weak in mastering the affective domain. The purpose of this study was to determine the stages of implementation and the effect of using the Cooperative Learning Model Example Non-Example Type in improving social studies learning outcomes at State Junior High School 1 Kupang City. The method used was classroom action research with a control group design. Data collection techniques included observation and documentation. The stages of implementing the Cooperative Learning Model Example Non-Example Type included student activities identifying problems, managing information, planning and developing ideas, and conducting self-reflection and action. The results showed that the normality test in the experimental class with a sig value = 0.195 > 0.05 and the control class with a sig value = 0.082 > 0.05, as well as the homogeneity test with a significant value of 0.982 > 0.05. The t-sample test shows a T value of 8.484 and sig. (2-tailed) of 0.000 < 0.05, which means there is a significant influence of the use of the Example Non-Example Type Cooperative Learning Model on improving social studies learning outcomes at State Junior High School 1 Kupang City.
The Influence of the Outdoor Study-Based Discovery Learning Model on the Critical Thinking Skills of Class X Students of State Senior High School 7, Kupang City Maya Gracia Tifany Lobo; Sukmawati Sukmawati; Erry Ersani
Classroom Experiences Vol. 3 No. 2 (2025): December
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/care.v3i2.613

Abstract

Modern education requires students to develop critical thinking skills to keep pace with rapid advances in science and technology. One instructional approach that can foster these skills is discovery learning integrated with outdoor study, which enables learners to construct understanding through direct field experiences. This study aimed to examine the effect of an outdoor study–based discovery learning model on the critical thinking skills of Grade 10 students at State Senior High School 7, Kupang City. Using a quantitative quasi-experimental design, the research involved two groups: an experimental class taught through outdoor study–based discovery learning and a control class taught through conventional instruction. Participants were Grade 10 students at State Senior High School 7, Kupang City. Data were collected through critical thinking tests, classroom observations, and documentation. Learning improvement was analyzed using the normalized gain (N-gain), while between-group differences were assessed using an independent-samples t-test. The discovery learning procedure comprised six stages—stimulation, problem statement, data collection, data processing, verification, and generalization—each embedded within outdoor study activities to help students connect theoretical concepts with observable phenomena in their surrounding environment. The results indicate that the outdoor study–based discovery learning model produced greater improvements in students’ critical thinking skills than conventional learning, as reflected in higher N-gain scores and statistically significant t-test outcomes. In conclusion, integrating outdoor study into discovery learning is effective for enhancing critical thinking in geography and can serve as a viable alternative strategy for teachers seeking to design meaningful learning experiences.
Co-Authors Andrinata Dewi Elfrida Sihombing I Kadek Yoga Kertiyasa MANALU, TUGMA JAYA Martina Ayu Sejati Maya Gracia Tifany Lobo Muhammad Husain Hasan Poppy Haryani sukmawati Sukmawati Sukmawati Yakobus Adventus Lehot