The Effect of Reciprocal Teaching on Fourth-Grade Students Learning Outcomes in Integrated Science and Social Studies
DOI:
https://doi.org/10.22437/gentala.v11i2.56045Keywords:
Reciprocal Teaching , Learning Outcomes, Integrated Science and Social Studies, IPASAbstract
Learning outcomes in Integrated Science and Social Studies (IPAS) among fourth-grade elementary school students remain relatively low due to the predominance of teacher-centered instruction and the limited use of innovative learning models. This study aimed to examine the effect of the Reciprocal Teaching learning model on fourth-grade students' learning outcomes in Integrated Science and Social Studies. A quantitative approach with a quasi-experimental method employing a pretest-posttest control group design was used. The study involved 50 fourth-grade students from SD Negeri 040443 Kabanjahe, with 25 students assigned to the experimental group and 25 to the control group. Data were collected using a multiple-choice achievement test and analyzed through descriptive and inferential statistics, including normality, homogeneity, and independent samples t-tests. The results showed that students in the experimental group achieved higher posttest scores than those in the control group. The independent samples t-test revealed a statistically significant difference between the two groups (t = 11.636, p < 0.001), indicating that the Reciprocal Teaching learning model significantly improved students' learning outcomes in Integrated Science and Social Studies. These findings suggest that Reciprocal Teaching is an effective instructional model for enhancing elementary school students' academic achievement in Integrated Science and Social Studies.
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