IJPE International Journal of Primary Education. IJPE : International Journal of Primary Education Volume 1 Number 1 April 2017

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1 IJPE : Nanik Hartini Implementation and Learning Outcomes: The Application of Citizen Project Through Visual Audio Media to Increase Grade 4 Students PKN Learning Outcomes State Elementary School 2 Gambirmanis Wonogiri Nanik Hartini is an elementary school teacher in Education Department of Wonogiri. His research interests are social learning and social skills of elementary school children. nanik.hartini88@gmail.com Abstract This study aims to improve the learning outcomes of Civics in the fourth grade students using the model of project citizen with audio visual media in grade 4 students SDN 2 Gambirmanis. This research is a classroom action research consisting of three cycles, cycle I and II consists of two meetings and one meeting cycle III. Each cycle consists of four stages: Planning, execution, observation, and reflection. The subjects of this study are the students of class IV with the number of students is 20 people consisting of 12 men and 8 women. Technique of collecting data in this research use observation and test. The results showed that there was an increase in students' activity completeness from cycle I in classical reach 37.50% in the 'low' category of completeness. Cycle II student activity reached 62.50% or enter the category of 'high' completeness. In the third cycle reached 85.00% or the category of completeness 'very high'. Percentage completeness cognitive aspects classically cycle I to 40% or 8 students who completed increased to 80% or 16 students in cycle II and reached 95% or 19 students in cycle III. Percentage mastery of affective aspects classically cycle I reached 40% or 8 students who completed to 80% or 16 students in cycle II and reached 95% or 19 students in cycle III. Percentage completeness psychomotor aspect in classical cycle I reach 35% or 7 student which complete up to 80% or 16 student in cycle II and reach 90% or 18 student in cycle III. Based on the results of the study can be concluded that the application of the project model citizen with audio visual media can improve the learning outcomes of Civics in fourth grade students SDN 2 Gambirmanis Wonogiri second semester 2015/2016 academic year. Keywords: Model Project Citizen, Audio Visual Media, Learning Outcomes - This article discusses how the influence of application of project model citizen audio-visual media in improving student learning outcomes. - This article is a classroom action research consisting of three cycles - Project citizen is a problem-based instructional treatment as an effort to develop the knowledge, skills and character of democratic citizenship that enable and encourage participation in government and civil society - The increased activity and learning outcomes achieved by students indicate that the project model citizen is appropriate for learning Purpose: The purpose of this study is to find and apply the most studied learning model used in learning Methods: Observation, tests, and documentation. Findings: The research data shows that during this time learning is only centered on the teacher, thus making the students become passive. 1. Introduction Project Citizen is a learning innovation designed to help students understand civic theory through empirical practice-learning experiences. With practice, students are given exercises to learn contextually (MoNE, 2006, p.12). The Project Citizen model is basically developed from the critical or reflective approach IJPE

2 IJPE : model initiated by Jhon Dewey with the how we think paradigm. Further Budimansyah (2008, p.1) explains that the project citizen is a problem-based instructional treatment in an effort to develop the knowledge, skills, and character of democratic citizenship that enable and encourage participation in government and civil society (civil society). Project Citizen on the process of critical thinking, creative, and problem solving (Budimansyah, 2009, p.10). The focus of attention of this model is the development of civic knowledge (knowledge of citizenship), civic disposition (the virtues of citizenship), civic skills (skills of citizenship), civic confidence (confidence citizenship), civic commitment (commitment citizenship), civic competence (competence citizenship) who lead to the development of wellinformed, reasoned, and responsible decision making (the ability to take decisions insightful, reasonable, and responsible) (Winataputra and Budimansyah 2012, pp ). Operationally, Budimansyah (2008, p.155) says there are six steps in the learning model project of citizen's, include: identify the problem, select a problem to be studied by the class, gather information related to the problem, develop a class portfolio, presenting a portfolio (showcase), and Reflecting on the learning experience. According to Hamdani (2011, p.249) audio visual media is a combination of audio and visual or bias is called the media of view and hear. Arsyad (2014, p.32) also explains the audio-visual media is how to produce or deliver material by using machines mechanical and electronic messages to present audio and visual. In another sense the audiovisual media learning media involves hearing and sightings in one process (Munadi, 2013, p.57). The moving audiovisual media is a modern learning media that suits the development of science and technology. In this audio visual media, involves sight, hearing and movement, and displays elements of moving images. Sudjana (1998, p.192) describes the types of media included in the group of audio visual media is television, video tape, and moving film. Citizenship Education (Civics) is one of the subjects studied from elementary school (SD) to college level (PT). Civics generally examines the principles of democracy, human rights, globalization, cooperation, self-esteem, mutual cooperation, patriotism, sacrifice, and the system of government. Based on observations on January 15, 2016 on learning in the fourth grade of SDN 2 Gambirmanis found problems in the learning that was carried out. The lessons learned by the teacher have not used an appropriate learning model and many use lecture method, the teacher is centered so that the impact on the low student learning outcomes. The lack of use of appropriate learning models makes the students' learning experience insufficient, the knowledge acquired is also limited and the results of the learning resulting from the evaluations performed at the time are low because more than 50% score below the Minimum Exhaustiveness Criteria (KKM), ie 75. From 20 students consisting of 12 sons and 8 daughters. A total of 13 students scored <75, and 6 students scored >75. In this case the learning outcomes for Civics subjects into the category of low or less good. From the above description the author wants to improve the process of learning Civics. For that the authors conduct a study with the title "Implementation Model Project Citizen With Audio Visual Media to Improve Learning Outcomes Civics Competency Standards Shows Attitudes Against Globalization in the Surroundings on Students Class IV SDN 2 Gambirmanis, District Pracimantoro, Wonogiri" 2. Research Methodology The design of this study used a classroom action research design (PTK) adoption of the Kemmis & McTaggart (1988) model that included a number of cycles, each consisting of stages: planning, implementation and observation, and reflection (Reflect). These stages occur repeatedly, until the objectives of the study are achieved. This research was conducted in January- April 2016 with subject of fourth grader of SDN 2 Gambirmanis, Pracimantoro Sub-district, Wonogiri Regency. The researcher acts as a teacher and is accompanied by two teachers as observers. The reasons for the selection of SDN 2 Gambirmanis as a IJPE

3 IJPE : place of study are based on considerations (1) the school has never used the project model citizen with audio visual media in an effort to improve the learning outcomes of Civics, (2) in the school already available LCD facilities Projectors equipped with loudspeakers making it easier Researchers in the application of audio visual media in Civics Learning. Data collection techniques in this study include observation, tests, and documentation. Observation sheets are used to observe student activities. The results test results in this study include cognitive aspect tests. The validity test used by the researcher is with the validity of the content (content validity), that is with the expert judgment requesting expert judgment in this case the lecturer. Validity of learning tools include RPP, LKS, teaching materials, and tests. Quantitative data analysis of student learning outcomes obtained from the results of student learning test post in each cycle. Test results are processed to determine the completeness of learning outcomes obtained by students with the average grade and learning mastery with the formula: 2.1. Each individual's written test is calculated by the number of scores obtained on each item. Final Score= Obtained score x100 maximum score 2.2. Calculating the average value of a class by the formula according to Muncarno (2009: 15) is: X = Ʃ fx N Information: X = mean score ƩFx = amount of students score N = amount of students How to know the quality of learning outcomes average class is used the average value criteria of scale 100 or scale 4 as follows: A = score : very good B = score : good C = score : fair D = score 0 50 : fail 2.3. To calculate the classical value, used the formula: P = Ʃ amount of passed students Ʃ amount of student x100% (Adapted by Aqib, 2009: 41) After calculating the percentage available, it can be interpreted to be a qualitative sentence, complete learning in question is according to the KKM set in SDN 2 Gambirmanis that is 75, the number of students who got the complete value of learning divided by the total number of students, then in the data analysis according to the results of observation. Table 1. Student learning Level of mastery Tingkat Ketuntasan (%) Meaning 80 Very high High Average Low < 20 Very low Assessment of student activity obtained from the score of each student activity indicator in learning Civics using project model citizen with audiovisual media. The value is then collected to make the average score to get the classical value or the average class to know the value of student activity in a classical. Table 2. Student Activity Level of mastery Leve of mastery (%) Meaning 80 Very high High Average < 20 Low Very low (Adapted by Aqib, 2009: 41) The indicators of success in this classroom action research are as follows: 1. Students' learning outcomes are considered complete if individually scores 75. While classical is achieved if all students in the class are thoroughly learn as much as 80%. 2. Student activity in learning activity reaches 80%. 3. Result and Discussion At the beginning of the research conducted pretest / preliminary tests conducted on 29 February IJPE

4 IJPE : 2016 to measure students' cognitive learning outcomes. The test result showed that 1 student (5%) got the value more than or equal to the KKM limit, while the others still got the score under KKM. Based on the data value of cognitive test results above can be made graph as follows: 10 pretes 0 Picture 1: Chart of Score data hart before treatment 3.1. Validation Before the implementation of the action is done, the researcher makes the research tools include: RPP (Learning Implementation Plan), student activity observation sheets, student worksheets (LKS), and Problem test learning outcomes. In this research, researchers choose audio visual media in the form of slides and videos that are downloaded from the internet tailored to the material or teaching materials. The next process is the validation of the research tool, the researcher asked for help to the two validators namely Nasution, M.Hum., M.Ed., Ph.D (Validator I) and Drs. Jandut Gregory (Validator II). The result of the validator's evaluation on the research tool obtained the result with the average in the following diagram Hasil Validasi pretes RPP LOAS LKS Media Audiovisual Soal Tes Picture 2: Tools Validation Result 3.2. Students Learning Activity The activity of students whose learning of Civics in grade 4 students of SDN 2 Gambirmanis uses the model of citizen project with audio visual media consists of six student activities ie identifying problems, choosing problems to study in class, collecting information related problems, developing portfolio, presenting portfolio / show case, and Reflecting on the learning experience. The six activities of the students show an activity activity as conveyed by Sardiman (in Wawan 2010, p.2) that the activity in teaching and learning process is a series of activities that include students' activeness in following lessons, asking unclear things, taking notes, listening, thinking, reading, And all activities undertaken that can support the learning achievement. Student activity carried out in the implementation of learning Civics model project citizen with audio visual media consisting of six steps. The following recapitulation of student activity observation from cycle I-III Table 3. Recapitulation of Students activity observation result No Indicator Cycle 1 Cycle 2 Cycle 3 total Me An Identifying problem Choosing problem to discuss in class Collecting information Developing the portofolio Presenting the portofolio (Show Case) Reflecting the experience of learning Jumlah ,3 Mean 53,65 67,50 80,21 From Table 3 Recapitulation of Student Activity Result of Cycle can be seen that the indicator that has the lowest score is' Presenting Portfolio (Show Case) with an average of 11. Student learning activity cycle I-III obtained data that on the first cycle average score of general score of or categorized 'moderate'. In the second cycle of general score score or categorized 'high' and in cycle III obtained score or categorized 'very high'. The increase can be seen in the table below. Table 4. The Increasing of Students activity in cycle 1, 2, and 3 No Cycle Mean score Information 1. Cycle 1 53,65-2. Cycle 2 67,50 Increased 3. Cycle 3 80,21 Increased IJPE

5 IJPE : In accordance with the results of observations in cycle I there are some aspects of student activity that is at low levels. Among others; 1) identify the problem, 2) choose the problem, 3) present the portfolio / show case, 4) and reflect on the learning experience. After discussions with classroom teachers and researchers, the non-success of these aspects occurs because students are still confused with new learning models, teachers are not equitable in providing guidance during group discussions, teachers have not given the opportunity to ask the students maximally, and the teacher has not provided reinforcement Thoroughly to the students. In cycle II, teachers provide uniform guidance to all discussion groups, teachers provide maximum opportunities to students and provide equal reinforcement to each student. In the learning process ideally teachers provide reinforcement of student behavior, this is in accordance with the theory of Stimulus-Response Skinner (Rianto, 2012, p.39) that positive reinforcement given to students will produce a positive behavior as well. The increasing of student activity from the first cycle of the first meeting to the second meeting of the first one meeting is 35% classically increased to 40% at the second meeting, with the average cycle I reached 37.5% which according to Aqib (2009, p.41) into the category of ' low'. Cycle II first meeting of student activity classically reach 50% then increase at second meeting equal to 75,00% so that average cycle II reach 62.50% or enter the category of 'high' mastery. In the third cycle of student activity reaches 85% or the 'very high' completeness category, the increase of student activity from cycle I to cycle II until cycle III shows similarity of result like previous research conducted by Jayadiputra, Eka (2014). Model project citizen on student activity in decision making. Quasi experimental research at SMP Negeri I VIII class I. The result of the research shows that the syntax of the citizen project model that has the highest correlation value is in the sixth step that reflects the learning experience of 0.884, then presents the portfolio of 0.811, develops the class portfolio of 0.606, collects information of 0.523, identifies the problem of 0.371, and last Choose a problem of.249. Thus all the components contained in the project model citizen have a positive influence on student decision-making skills 3.3. Students Learning Outcomes Student learning outcomes are the central point of this study. In this study the measured learning outcomes include three aspects (cognitive, affective, psychomotor). To obtain learning outcomes, especially the results of cognitive learning is required assessment at the end of the learning process, it is conveyed by Sudjana (2005, p.22) assessment is an effort or action to know the extent to which the established goal was achieved or not. As for the results of affective learning and psychomotor obtained through observation / observation at the time of learning took place. Assessment serves as a tool to determine the success of the process and student learning outcomes. The study consisted of three cycles which each cycle consisted of two meetings for cycle I and cycle II, while cycle III was done with one meeting. Each meeting was ended with evaluation to measure cognitive learning outcomes. Each student gets the value of the evaluation done to later analyzed the value of what criteria enter and has been completed or not, based on Adoption Aqib (2009, p.41) and then set the classical about the level kentuntasan. Percentage of the level of mastery obtained to be a success indicator of this study. In this research, the success indicator is determined by the number of completed students reaching 80%. Table 5. Learning Outcomes in cycle 1, 2, and 3 N o Cycle 1. Cycle 1 Cognitive Affective Psychomotor 2. Cycle II Cognitive Affective Psychomotor Mean value 65,08 66,25 68,96 74,53 76,75 77,50 Mastered Mastery percentage 40% 40% 35% 80% 80% 80% Not masterer 60% 60% 67,5% 20% 20% 20% IJPE

6 IJPE : 3. Cycle III Cognitive Affective Psychomotor 82,50 81,00 82,92 95% 95% 90% 5% 5% 10% Based on Table.5 Achievement of Learning Results Cycle I, II, and III can be made graph as follows. 100% 0% Siklus ISiklus IISiklus III Psikomotor Afektif Kognitif Kognitif Afektif Psikomotor Picture 3.Learning Outcomes Student learning data using the model project citizendengan audio visual media on learning Civics class IV SDN 2 Gambirmanis showed an increase in the average value of students from cycle I on cognitive aspects increased to in cycle II and increased again in cycle III To 82.50, the affective aspect of increased to in cycle II and increased again in cycle III to 81.00, the psychomotor aspect of increased to in cycle II and increased again in cycle III To The increase in the average score of student learning outcomes in this study was also experienced by previous researchers Titik Haryati and Noor Rochman. (2012). Improving the quality of Civic learning through the practice of citizenship study (project citizen). Classroom Action Research conducted in SMP Negeri 3 Semarang. The purpose of this study is to determine whether the project citizen, can be improved quality of learning Civics. The results showed that the project model of citizen learning can improve the quality of learning Civics in Class VIII D SMP Negeri 3 Semarang. The quality of Civic learning before the use of the project model is 52% (less good), but after the use of the project model of citizen learning Increased to 81% (very good). Conclusion by using study model of citizen project can improve the quality of learning in SMP Negeri 3 Semarang with average of quality improvement of learning equal to 29%. The percentage of classical completeness for cognitive aspect of cycle I reaches 40% increase to 80% in cycle II and reach 95% in cycle III, for affective aspect of cycle I reach 40% increase to 80% in cycle II and reach 95% in cycle III, for Cognitive aspects of cycle I reached 42.5% increased to 80% in cycle II and reached 90% in cycle III. Increasing the number of students who experience complete mastery of learning also occurs in research conducted by Rahmat Sudrajat (2014). Effect of study model of the project citizen on improving student learning outcomes in the subjects PPKn SMA in Semarang City (experimental studies PPKn Curriculum Subject 2013). The results showed that the use of project citizen experienced a higher improvement compared with the class that uses conventional learning model. In SMA N 3 Semarang the increase reaches 19.3% and in SMA Ksatrian 1 Semarang the increase reaches 14.3%. In conclusion there is a significant difference in student learning outcomes using the project model of citizen learning using conventional learning model. The increasing of activity and result of student achievement indicate that the model of citizen project is appropriately used in learning Civics with material that is too complex, covering 3 aspects (cognitive, affective, and cycomotor), and always follow the development of the time so that sometimes make the students difficult to understand the material (Wahab, 2004: 77). This is in line with Budimansyah's (2008: 1) opinion that the project model citizen is a problem-based learning model for developing the knowledge, skills and character of democratic citizenship that enables and encourages participation in government and civil society. 4. Conclusion and Suggestion Based on the results of research and discussion of research results titled "Application of Project Citizen Model with Audio Visual Media to Improve Learning Outcomes of Civics in Students Class IV SDN 2 Gambirmanis Wonogiri Semester II Year 2015/2016 School" then it can be concluded: IJPE

7 IJPE : 1. Student activity in the implementation of learning shows the increase of student activity from cycle I 37,5% enter the category of completeness 'low', cycle II 62,5% or entering category of 'high', and cycle III student activity at meeting reach 85% Or the 'very high' completeness category. 2. Application of the project model citizen with audio visual media can improve student learning outcomes of class IV SDN 2 Gambirmanis Wonogiri semester II academic year 2015/2016 on the standard of competence shows attitude to the influence of globalization in the environment. This is evidenced by the increase in the average score of students' cognitive learning outcomes from cycle I increased to in cycle II and increased again in cycle III to Increase the average score of affective learning outcomes of students from cycle I increased to in cycle II and increased again in cycle III to Improved average score of students' psychomotor learning outcomes from cycle I increase To 77.5 in cycle II and increase again in cycle III to The number of students who complete explains the increase in the percentage of classical completeness or the number of students who completed. Percentage of classical completeness of cognitive aspect of cycle I reaches 40% or 8 completed students increased to 80% or 16 students completed in cycle II and reached 95% or 19 siswadi cycle III. Percentage of classical completeness of affective aspects of cycle I reaches 40% or 8 completed students increased to 80% or 16 students completed in cycle II and reached 95% or 19 students cycle IIIP percentage of classical completeness of psychomotor aspects of cycle I reach 35% or 7 students complete Increased to 80% or 16 students completed in cycle II and reached 90% or 18 siswadi cycle III. Based on research that has been done by researchers, can be submitted suggestions are: 1. Teachers should apply the project model citizen with audio-visual media to increase student activity in learning, starting from identifying problems, choosing problems to study in class, gathering problem related information, developing portfolio, presenting portfolio / show case, and reflecting on learning experience because it can create active, innovative and fun learning. 2. Teachers in order to apply the model of citizen project learning with audio visual media on the learning of Civics stadar competence shows attitude toward the influence of globalization in the class IV environment that is proven to improve student learning outcomes. References Anderson, L.W. and Krathwohl, D.R. (2001). A Taxonomy for Learning, Teaching, Assesing; A Revision of Bloom s Taxonomy of Education Objective. New York: Addison Wesley Lonman Inc. Aqib, Zainal. (2006). Penelitian Tindakan Kelas untuk Guru. Bandung: Yrama Widya. Arikunto, Suharsimi. (2007). Penelitian Tindakan Kelas. Jakarta: BumiAksara. Arikunto, Suharsimi. (2009). Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.Arsyad, Azhar Media Pembelajaran. Jakarta: PT. Raja Gravindo Persada. Budimansyah, Dasim. (2002). Model Pembelajaran dan Penilaian Berbasis Portofolio. Bandung: PT Genesindo. Budimansyah, Dasim. (2008). Revitalisasi Pembelajaran PKn melalui Praktik Belajar Kewarganegaraan (Project Citizen). Acta civicus. Vol 1 No. 2, pp Budimansyah, Dasim. (2009). Inovasi Pembelajaran Project Citizen. Bandung: Program Studi PKn SPs UPI. BSNP. (2006). Standar Isi untuk Satuan Pendidikan Dasar dan Menengah Standar Kompetensi dan Kompetensi Dasar SD/MI. Jakarta. BSNP. (2007). Standar Proses untuk Satuan Pendidikan Dasar dan Menengah. Jakarta: BSNP. CCE We the People Project IJPE

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