 |
| Illustration by Ai |
A cooperative Take and Give learning model significantly increased science learning motivation among fifth-grade students at UPTD SD Negeri 2 Parepare, South Sulawesi, according to a 2026 classroom study by Nur Ilmi, Miftahul Jannah, and Deah Nabila Putri of Makassar State University (Universitas Negeri Makassar). Conducted during the 2025/2026 academic year and published in the International Journal of Applied and Advanced Multidisciplinary Research (IJAAMR), the study found that students’ motivation rose from 67% in the first cycle to 87% in the second cycle, moving from the “high motivation” to “very high motivation” category.
Making Elementary Science
Learning More Active
Learning motivation is an
important factor in elementary education because students who are motivated
tend to participate more actively, demonstrate greater effort, and remain more
engaged with classroom activities.
The researchers focused on the
Natural and Social Sciences (IPAS) learning context, particularly the social
studies content connected with the topic “My Region, My Pride.” The
study was conducted after initial classroom observations showed that several
fifth-grade students at UPTD SD Negeri 2 Parepare were passive during lessons.
Students were observed to rarely
ask questions or express opinions. Some had difficulty maintaining focus while
the teacher explained the material, while others appeared bored and showed
limited enthusiasm when completing assignments. These conditions indicated that
a more interactive learning approach was needed.
The Take and Give model was
selected because it requires students to exchange information with their
classmates rather than relying exclusively on explanations from the teacher.
How the Take and Give Model
Works
The Take and Give approach uses
learning cards containing specific pieces of information. After the teacher
presents the lesson, students receive cards with material that they must study
and remember.
Students then find partners and
exchange information about the material on their respective cards. Each student
effectively becomes both a learner and a source of information for another
classmate.
The general process involves
preparing the classroom, presenting the lesson, distributing learning cards,
allowing students time to study the information, exchanging information with
partners, evaluating students through questions, and concluding the lesson
together.
This structure encourages
students to communicate, listen, remember information, and explain what they
have learned. It also gives students opportunities to interact with classmates
who may have different levels of understanding.
Classroom Action Research
Involved 21 Students
Ilmi, Jannah, and Putri used a qualitative
Classroom Action Research (CAR) design. The research was conducted during
the even semester of the 2025/2026 academic year at UPTD SD Negeri 2 Parepare,
located in Soreang District, Parepare City, South Sulawesi.
The study involved 21
fifth-grade students, consisting of 10 male students and 11 female
students, along with one fifth-grade teacher who participated as an
observer during the learning activities.
The researchers collected
information through classroom observations, documentation, and student
motivation questionnaires. The observations examined teacher and student
activities during the implementation of the Take and Give model, while the
questionnaire measured students’ learning motivation using established
motivation indicators.
The classroom intervention was
carried out in two cycles. Each cycle followed the stages of planning,
implementation, observation, and reflection.
Student Motivation Rose From
67% to 87%
The most significant result was
the increase in students’ learning motivation between the two cycles.
In Cycle I, student
learning motivation reached 67%, placing the class in the high
motivation category. After improvements were made to the learning process,
motivation increased to 87% in Cycle II, reaching the very high
motivation category.
The second-cycle observations
provided a more detailed picture of the students’ motivation:
- 14 students (78%) were classified as having
very high motivation.
- 3 students (17%) were classified as having
high motivation.
- 1 student (5%) was classified as having
moderate motivation.
- No students were classified as having low or
very low motivation.
The findings also showed
improvements in classroom participation. Students became more willing to search
for information from their peers, respond to teacher questions, and answer
questions with greater confidence.
Students Became More Confident
and Cooperative
The researchers observed that the
Take and Give model created a more active classroom environment.
During the first cycle, students
showed enthusiasm when receiving their learning cards. The cards encouraged
curiosity because students wanted to understand the material they had received
and learn about information held by their classmates.
By the second cycle, students
were more active in finding information from their peers and responding to
teacher instructions. They also became more confident when answering questions.
The researchers observed that students were less selective about their learning
partners and demonstrated greater respect for their classmates.
Teacher and student activities
also improved from the first to the second cycle. By Cycle II, both teacher and
student activities were classified in the Good (B) category. The
researchers stopped the intervention after the motivation target had been
achieved.
Implications for Elementary
School Teachers
The findings suggest that
cooperative learning can provide an alternative to teacher-centered instruction
in elementary science and IPAS classrooms.
For teachers, the Take and Give
model offers a relatively simple way to increase student interaction. Instead
of receiving information only from the teacher, students actively participate
by sharing knowledge with their peers.
The researchers recommend that
teachers use clear time limits and instructions during the card-exchange
activities so that classroom activities remain organized. Schools can support
implementation by providing appropriate learning materials, including Take and
Give cards.
The approach may also support
broader classroom skills. The study observed improvements in student
confidence, discipline, cooperation, participation, and respect for peers.
These outcomes are particularly relevant to IPAS learning, which connects
scientific knowledge with students’ understanding of their social and
environmental surroundings.
At the same time, the study
acknowledges that the model depends heavily on student participation and
communication skills. Students who struggle to communicate may need additional
teacher guidance, while classroom management and time allocation must be carefully
controlled.
Academic Insight
Nur Ilmi, Miftahul Jannah, and
Deah Nabila Putri of Makassar State University found that the Take and Give
model created a learning environment in which students became more active in
seeking information, communicating with peers, answering questions, and
participating in classroom activities. Their findings show that the model was
associated with an increase in motivation from 67% to 87% across the two
classroom-action cycles.
The researchers also recommend
further studies involving larger samples and experimental methods to provide
stronger evidence about the model’s influence on student motivation. Future
research could examine its application in other subjects, educational levels,
and student groups, or combine Take and Give activities with digital learning
media.
Author Profile
Nur Ilmi — Makassar State
University (Universitas Negeri Makassar). The article lists Nur Ilmi as the
first author. The supplied publication does not state an academic degree or
individual field of expertise beyond the study’s focus on elementary science
education and cooperative learning.
Miftahul Jannah — Makassar
State University (Universitas Negeri Makassar). Miftahul Jannah is listed as
the second author. The supplied article does not specify an academic degree or
separate specialization.
Deah Nabila Putri —
Makassar State University (Universitas Negeri Makassar). Deah Nabila Putri is
the corresponding author. The article provides her institutional affiliation
and corresponding-author contact, but does not specify her academic degree or
individual field of expertise.
Source
Article Title: “The Take
and Give Type Cooperative Learning Model to Improve Students' Motivation to
Learn Sciences in Grade V at UPTD SD Negeri 2 Parepare”
Authors: Nur Ilmi, Miftahul Jannah, and Deah Nabila Putri
Journal: International Journal of Applied and Advanced
Multidisciplinary Research (IJAAMR)
Publication Year: 2026
Volume: 4, No. 7, pp.
687–700
DOI:
10.59890/ijaamr.v4i7.277
0 Komentar