Use of thematic game methods and smart media boards to improve cognitive skills in class II in SDN Watutumou ii Kecamatan Kalawat
Christian Wahyu Lasut, Zoya F Sumampow, Jeanne M Mangangantung
In this study focused on cognitive aspects because it emphasizes quantitative assessment. But in the learning process do not ignore the affective and psychomotor aspects. In instructional effects, we want to find an increase in students' cognitive abilities, whereas as a nutrition effect, that is as a by-product or effect of accompaniment, there are affective and psychomechanical aspects. Because this study is an increase in cognitive abilities with a minimum completeness barometer criteria that uses quantitative measurement of values, this study focuses on cognitive aspects. The Minimum Completion Criteria (KKM) is 70% while the results of the Middle Semester (PTS) Assessment are low or under the KKM. Learning is still teacher-centered which should be student-centered. In addition, the teacher does not use the right methods and media. The lack of understanding of a teacher has an impact on students' low cognitive abilities, therefore researchers conduct classroom action research. In an instructional effect, there is an increase in students' cognitive abilities, whereas as a nutrition effect, namely as a by-product or effect of accompaniment, students are able to think critically, creatively, have a disciplined attitude, and are able to cooperate. Data obtained in the pre-cycle average value of students is 53%, the value of the first cycle is 66%, meaning that the increase that occurs from pre-cycle to cycle I is 9%. KKM has not been reached, then it will continue in the second cycle, and the result increases 76%. That is, the increase in cycle I to cycle II is 10%, and students have completed. Thus, it is expected that the teacher who will teach on the theme of playing in my environment, the sub-theme of play in the learning environment 3, can use thematic play methods and smart board media.