Meningkatkan Keaktifan Belajar Siswa Kelas V Melalui Model Pembelajaran Index Card Match

Abstrak

Quality education is not only oriented toward mastering subject matter but also toward fostering active, creative, and independent character development in students. Student activeness in the teaching and learning process serves as a key indicator of meaningful learning success. However, observations in the field reveal that most students remain passive during learning activities. This condition was also evident among fifth-grade students at MI Nahdlatul Ulama Kalipare, where learners tended to merely listen to the teacher’s explanations without actively participating in class activities. To address this problem, the Index Card Match (ICM) learning model was implemented—an active learning strategy that engages students in dynamic and enjoyable pair-matching activities using cards containing questions and answers. This study aims to enhance the learning activeness of fifth-grade students at MI Nahdlatul Ulama Kalipare through the implementation of the Index Card Match model. This research employed a Classroom Action Research (CAR) design consisting of two cycles, each comprising four stages: planning, action, observation, and reflection. The participants were 25 students (13 males and 12 females). Data were collected through observation, interviews, documentation, and achievement tests, and analyzed using descriptive qualitative and simple quantitative approaches. The findings showed that implementing the ICM model significantly improved students’ learning activeness. Before the intervention, only 40% of students demonstrated active engagement. After the first cycle, student activeness increased to 68%, and by the second cycle, it reached 88%. Students became more enthusiastic, courageous in asking questions, and participative in discussions and classroom activities. Moreover, the classroom atmosphere became more interactive and enjoyable, and teachers found it easier to manage learning. Therefore, the Index Card Match model proved effective in promoting student activeness, motivation, and engagement in elementary school learning. The findings recommend the adoption of ICM as an alternative active learning strategy within the context of primary education.