THE EFFORT TO INCREASE STUDENT’S LEARNING OUTCOMES USING COOPERATIVE LEARNING EXAMPLE NON EXAMPLE

The purpose of this study was to determine the effect of the example non example method about the dynamics of the hydrosphere and its impact on the life of social science learning. The sample of this study is class X IPS 4 in STATE 3 HIGH SCHOOL, Sukoharjo. This is Classroom Action Research study that used Example Non Example method using images. The result showed that the learning outcomes of students was increased from 83,11% to 86,33% at the first Cycle and continued to increase to 91,67% at the second cycle.


A. INTRODUCTION
In the learning process, a teacher ideally should use interesting method or media to make students interested to follow the lesson, particularly in Geography materials. The teacher's style in implementing learning activity in an aspect can influence the success of a competency accomplishment of a lesson. Currently, the trend is still centered on teacher who lectures and tells stories while the students are less actively involved in the learning process.
Moreover, media is rarely used on that process that makes learning is merely aborting obligations.
Senior High School 3 Sukoharjo is becoming one of favorite schools in Sukoharjo that is faciliticated with adequate facilities, however it does not guarantee that students pay attention to their teacher during the learning process. It can happen because the teacher is not interesting or the material delievered is difficult to understand. It is also caused by the methode that teacher used still mostly lecturing that makes students are less active when the learning process takes place.
A method that can be used to increase student activity is cooperative learning. According to Salvin (1985) cooperative learning is a learning model where students learn and work in small groups collaboratively with members of 4-6 people with heterogeneous group structures (Isjoni, M. 2013: 14). This group is expected to improve students' learning achievement, as well as to improve the ability of social relationships, foster an attitude of accepting self-deprivation and others, and can increase self-esteem (Suyadi. 2015: 62).

B. METHOD
This research is Classroom Action Research (CAR) that is oriented to improve the learning quality. The steps of this method in this research are : 1. Selecting a number of subjects from a population.
2. Grouping a number of subjects into two groups, namely the experimental group known as variable X, and the control group subjected to the behavior of Y.
3. Measuring the average learning outcomes before the subject is given treatment.

4.
Giving treatment X to the experimental group, whereas the control group applied treatment Y.
5. Providing post-test T2 in the experimental group to measure the average learning achievement that has been achieved after the X treatment.
6. Giving posttest to the control group.
7. Determining the difference between T1 and T2 in the experimental control group to measure the average pretest-posttest (Z1) difference.
8. Determining the difference between T1 and T2 in the control group to measure the average pretest-posttest (Z2) difference.
9. Comparing Z1 and Z2 to determine differences arising if there are.
10. Implementing statistical tests to determine whether the difference is significant.

C. RESULT 1. Description of the initial conditions (Pre-Cycle)
In the initial conditions before the research was carried out, the learning of Social Sciences (IPS) -Geography in class X IPS 4 of the 2018/2019 academic year still used the conventional method of lecturing and reading. Learning Geography Social Sciences in Class X Social Science Senior High School 3 Sukoharjo is still teacher-centered in which the teacher becomes the center of learning by actively delivering subject materials, while students only passively listen. This method makes students difficult to understand the materials that results low grade of students' learning outcomes. Based on the observation, the initial condition of students' learning outcomes at Geography material especially at competency of Hydrosphere Dynamics and Its Impact on ife at the observed class is describing below : Based on the preliminary condition, it finds out that the average value of observed class is 74

Journal of Geography Science and Education
and 85,71% of them have achieved the minimum value set in Geography lesson. The highest grade is 83 while the lowest grade is 66.

Description of Cycle Action I
The first cycle was carried out at the fourth week of April 2019 by applying Example Non Example learning on competency of Hydrosphere Dynamics and Its Impact on Life. The first cycle is continued with the post question.

a. Planning
Before implementing the first action cycle, the first step is to prepare a Learning Implementation Plan (RPP) and prepare a discussion material and post test question.
Based on RPP, the time allocation of the learning process is 2 x 45 minutes.
b. Implementation

1) Meeting 1
It is held in three main activities which are initial, core, and closing activity based on the prepared implementation plan. The opening is about 5 minutes in which teacher greets the students and leads to pray together before the class is started. Then, teacher absent students and do aperception by reviewing previous materials to explore the initial knowledge of students. Next, the teacher gives students motivation about the benefit of learning the material of Hydrosphere Dynamics and Its Impact on Life followed by conveying the learning objectives material coverage. Impact on Life. At the elaboration stage, teacher asks students to form groups comprising 6 students for each group to do discussion and present the result of their discussion. At the confirmation stage, teacher asks questions related to materials that are still unknown to children followed by the correction from teacher if there is misunderstanding to provide reinforcement and conclusion.
The closing activity is caried out for 20 minutes where teacher gives post-test followed by informing the next material and giving the assignments to students and finally teacher closes the class.

c. Observation
The observation result during the first cycle showed that teacher and students are able to implement the Example Non Example method properly. The teacher is able to guide the students while the students are able to follow the instruction. Some students can do discussion group properly by expressing their opinions while others are still less active by just staying quite during the discussion and some students seem unfocused by lacking their concentration. Another problem that occurs during the first cycle is the LCD that cannot be used due to blackout. The learning outcomes of students after experiencing the first cycle is served at table below. Reflection is needed to know the result of cycle I. The empirical data of students' learning outcomes at cycle I compared to initial conditian is served in Table 3. Table 3. The increase of students' learning outcomes at cycle I Based on above data, the initial condition of teacher is still using lecturing and reading method in the class. The average score using this method is 74 which has exceeded the minimum standard value of Geography lesson. The highest score is 83 while the lowest score is 60 and the completion level is 85,71%.
At cycle I, teacher has applied the Example Non Example Model. With this method, the average score is 74 that has exceeded the minimum standard og Geography lesson. The highest score is 90 while the lowest score is 30, and the completion level is 96,87%.
In general, the learning outcomes of students is increased that can be seen from the highest score of initial condition 83 to 90 at cycle I and the completion level is increased from 85,71% to 96,87%. However, the average score remains and the lowest score is decreased from 60 to 30.  Vol. 1, No. 2 (Oktober 2019), pp : 101-109 p-ISSN 2685-5801 106

Description of Cycle Action II
This action is conducted at mid May 2019 with one meeting of the learning process using Example non Example that afterwards is followed by written test.

a. Planning
Before the implementation of cycle action II, there is an improvement on the learning implementation planning (RPP) based on the problems from previous action. Researcher also prepares discussion and pos test questions for cycle II. The time allocation for cycle II is 2 x 45 minutes with the material of Hydrosphere Dynamics and Its Affect on Life.
b. Implementation The implementation of cycle II is almost the same like cycle II. However, at the step where teacher creates student groups, the leader of each group will be called by teacher to get explanation about the material of land and sea water by using pictures as learning media. At the confirmation stage, teacher and students will involve at the question and answer session to avoid misunderstanding among students about the materials taught.
The final step of cycle II is carried out at 30 minutes. At this closing stage, students are asked to answer questions about the material of Hydrosphere Dynamics and Its Affect on Life as the post test. Afterwards, teacher will guide students to make reflection about the learning process and finally the class will be closed by praying together.

c. Observation
The observation result showed that both teacher and students can perform Example and non Example model properly. The learning process is very dynamic and all students to get actively involved in discussion. All learners follow the instruction from teacher and they can convey their ideas during discussion. After cycle II is implemented, the result of students' learning outcomes is describing below : Based on above data, it shows that the average score of students is 80 that has exceeded the minimum standard value of Geography lesson. The highest score is 96 while the lowest score is 80 and the completion level is 100%. Therefore, it can be concluded that the learning outcomes has increased generally.
d. Reflection Table 6 peforms the comparison of students' learning outcomes between cycle I and cycle II as the reflection :  From Table X, it shows that cooperative learning using Example Non Example Model can increase the learning outcomes of Geography students at class X Social Science 4 Senior High School 3 Sukoharjo. It can be seen from the average score that increase from 74 at initial condition and remains till cycle I to 80 at cycle II. Also, the completion level is rising from 85,71% at the initial condition to 96,87% at cycle I to 100% at cycle II.

E. CONCLUSION
The conclusion of this research is the model of cooperative learning using Example Non Example can increase the learning outcomes of Geography students at class X Social Science 4 Senior High School 3 Sukoharjo in Academic Year 2018/2019. This increase is showed at the average score from the initial condition 83,11% to 86,33% at cycle I to