Implementing Cooperative Learning to Enhance Fifth-Grade Students’ Science Learning Outcomes: A Classroom Action Research Study

This study aimed to describe the implementation of the cooperative learning model, students’ learning activities, science learning outcomes, and the challenges encountered, together with the efforts made to address them, in Grade V at UPTD SD Inpres Lasiana, Kupang City. This study employed Classroom Action Research (CAR), conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants were 30 fifth-grade students, comprising 17 boys and 13 girls. Data were collected through classroom observations and written tests. The observational data were used to examine students’ learning activities and the teacher’s classroom management, while the written tests measured students’ learning outcomes. The findings revealed an improvement in students’ learning outcomes following the implementation of cooperative learning. The proportion of students achieving the minimum mastery criterion increased from 50% in Cycle I to 90% in Cycle II, representing a 40-percentage-point improvement. Student participation was also reflected in increased engagement in observation, experimentation, and group work, with the frequency of these activities rising from 23 occurrences in Cycle I to 30 in Cycle II. Nevertheless, the implementation initially encountered challenges related to student participation, group collaboration, and classroom management. These challenges were addressed through improved teacher guidance, motivation, group supervision, and classroom management during Cycle II. Overall, the findings indicate that cooperative learning can support more active student participation and improve science learning outcomes in this classroom context.