<![CDATA[This study was motivated by the low quality of the Mathematics learning process and outcomes among third-grade students at SDN 146/II Sei Gurun. Based on initial observations and formative assessment, only 5 of 14 students (35.71%) achieved the Learning Objective Mastery Criteria, while 9 students (64.29%) had not achieved the criteria, with an average score of 52.07. This study aimed to describe the improvement of the Mathematics learning process and learning outcomes through the implementation of the cooperative learning model of Snowball Throwing. The study employed Classroom Action Research conducted in two cycles, with each cycle consisting of planning, action, observation, and reflection. The subjects were 14 third-grade students of SDN 146/II Sei Gurun. Data were collected through learning-process observations and achievement tests and analyzed using quantitative and qualitative descriptive analysis. The results showed that the implementation of Snowball Throwing improved the learning process. Teacher performance reached 83.33% in Cycle II Meeting I and increased to 91.67% in Meeting II, categorized as very good. Student participation also improved, as indicated by greater involvement in group discussions, cooperation, asking and answering questions, and expressing opinions. Learning outcomes increased from 8 students (57.14%) achieving mastery in Cycle I to 12 students (85.71%) in Cycle II. Thus, learning mastery increased by 28.57 percentage points and exceeded the predetermined success indicator of 75%. The cooperative Snowball Throwing model can therefore be used as an alternative learning model to improve Mathematics learning processes and outcomes in elementary schools.]]>
Copyrights © 2026
