<![CDATA[There is a tendency in education today to return to the idea that children learn better if the environment is created naturally. Learning will be more meaningful if children "experience" what they are learning, not "know" it. Target-oriented learning of mastery of the material proved successful in short-term 'remembering' competitions, but failed to equip children to solve problems in long-term life. The problems to be examined in this study are: (a) How is the social studies learning achievement increased by the application of active learning methods with directed teaching models? (b) How is the effect of active learning methods directed teaching models on learning motivation? The objectives of this study were: (a) Want to know the increase in social studies learning achievement after the application of the active learning method with the directed teaching model. (B) Want to know the effect of social studies learning motivation after the active learning method of directed teaching model is applied. This research uses action research as many as three rounds. The rotation consists of four stages, namely: design, activity and observation, reflection, and revision. The target of this research is the fifth grade students of SD Negeri 3 Pasar Pangururan, Samosir Regency. The data obtained are in the form of formative test results, observation sheets of teaching and learning activities. From the results of the analysis, it was found that student learning achievement had increased from cycle I to cycle III, namely, cycle I (65.63%), cycle II (75.00%), cycle III (87.50%). The conclusion of this research is that the active learning method directed teaching model can have a positive effect on the learning motivation of students at SD Negeri 3 Pasar Pangururan, Samosir Regency, and this learning model can be used as an alternative to social studies learning.Keywords:Social Studies, Active Learning, Model, Guided TeachingAda kecenderungan dalam dunia pendidikan dewasa ini untuk kembali pada pemikiran bahwa anak akan belajar lebih baik jika lingkungan diciptakan secara alamiah. Belajar akan lebih bermakna jika anak “mengalami” sendiri apa yang dipelajarinya, bukan ‘mengetahui’-nya. Pembelajaran yang berorientasi target penguasaan materi terbukti berhasil dalam kompetisi ‘mengingat’ jangka pendek, tetapi gagal dalam membekali anak memecahkan persoalan dalam kehidupan jangkan panjang. Permasalahan yang ingin dikaji dalam penelitian ini adalah: (a) Bagaimanakah peningkatan prestasi belajar IPS dengan diterapkannya metode belajar aktif model pengajaran terarah? (b) Bagaimanakah pengaruh metode belajar aktif model pengajaran terarah terhadap motivasi belajar ? Tujuan dari penelitian ini adalah: (a) Ingin mengetahui peningkatan prestasi belajar IPS setelah diterapkannya metode belajar aktif model pengajaran terarah.(b) Ingin mengetahui pengaruh motivasi belajar IPS setelah diterapkan metode belajar aktif model pengajaran terarah.Penelitian ini menggunakan penelitian tindakan (action research) sebanyak tiga putaran. Setian putaran terdiri dari empat tahap yaitu: rancangan, kegiatan dan pengamatan, refleksi, dan refisi. Sasaran penelitian ini adalh siswa kelas V SD Negeri 3 Pasar Pangururan Kabupaten Samosir. Data yang diperoleh berupa hasil tes formatif, lembar observasi kegiatan belajar mengajar.Dari hasil analis didapatkan bahwa prestasi belajar siswa mengalami peningkatan dari siklus I sampai siklus III yaitu, siklus I (65,63%), siklus II (75,00%), siklus III (87,50%). Simpulan dari penelitian ini adalah metode belajar aktif model pengajaran terarah dapat berpengaruh positif terhadap motivasi belajar Siswa SD Negeri 3 Pasar Pangururan Kabupaten Samosir, serta model pembelajaran ini dapat digunakan sebagai salah satu alternatif pembelajaran IPS.]]>
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