IMPROVING SOCIAL STUDIES LEARNING OUTCOMES THROUGH THE THINK TALK WRITE MODEL FOR GRADE IV STUDENTS OF SD NEGERI 46 LUBUKLINGGAU

Abstract

Social studies learning at the elementary level often faces challenges, including low student engagement and limited critical thinking, which can result in suboptimal learning outcomes. This study aims to determine whether the Think Talk Write (TTW) model can improve social studies learning outcomes of fourth-grade students at SDN 46 Lubuklinggau. This research was conducted using Classroom Action Research (CAR) with 20 students as subjects, consisting of 12 males and 8 females. The study employed the Think Talk Write model to actively engage students in thinking, discussing, and writing activities. Data were collected through tests, observations, and documentation, and were analyzed using descriptive qualitative and quantitative techniques. The research was implemented in two cycles, each consisting of four stages: planning, action implementation, observation, and reflection. The results indicate a notable improvement in students’ social studies learning outcomes. In Cycle 1, the average pre-test score was 51.25 and the post-test score increased to 60.75. In Cycle 2, the average pre-test score was 64, and the post-test score reached 75.5. These results suggest that the Think Talk Write model effectively enhances student engagement, understanding, and mastery of social studies concepts. It can be concluded that the TTW model is an effective alternative instructional approach and is recommended for use in elementary classrooms to foster active learning and critical thinking. Furthermore, future research may explore the application of TTW across different subjects and grade levels to assess its broader educational impact.