EFFORTS TO INCREASE STUDENTS’ ACTIVE PARTICIPATION IN SOCIAL STUDIES LEARNING THROUGH THE USE OF SYMBOLIC REWARDS AND PUNISHMENTS IN FOURTH GRADE ELEMENTARY SCHOOL

Abstract

Active participation is one of the key indicators of successful learning. However, in reality, active participation remains relatively low. Therefore, this study aims to increase students’ active participation through the application of symbolic rewards and punishments in social studies lessons on needs and wants in fourth-grade elementary school classes. The study employed the Classroom Action Research (CAR) design by Kemmis and McTaggart, conducted over two cycles. The research subjects consisted of 26 students. Data collection techniques included observation, interviews, field notes, and document analysis. The results showed that initially, student participation was still low and uneven. In the first cycle, most students fell into the active category (54%), but there were still students in the somewhat active category (23%). After improvements were made in Cycle II, there was a significant increase, with 88% of students reaching the very active category and 12% in the active category. Questionnaire results also showed positive responses from students toward the implementation of this strategy, which was able to boost students’ enthusiasm, courage, and discipline. Thus, the application of symbolic rewards and punishments is effective in increasing students’ active participation and creating a more engaging and interactive learning atmosphere.