Enhancing Primary Students’ Conceptual Understanding through the Team Quiz Strategy in Thematic Civic Education: A Classroom Action Research Study
DOI:
https://doi.org/10.64268/jsee.v1i2.93Keywords:
Classroom Action Research, Conceptual Understanding, Civic Education, Team Quiz, Thematic LearningAbstract
Background: Primary students often struggle to develop strong conceptual understanding in thematic civic education when instruction is teacher centered and classroom interaction is limited. This situation highlights the need for active, cooperative strategies that strengthen engagement and provide timely feedback.
Aims: This study aimed to improve third grade students conceptual understanding in thematic civic education by implementing the Team Quiz strategy.
Methods: The study used classroom action research conducted in two cycles, each consisting of planning, action, observation, and reflection. Data were collected through achievement tests, observation sheets for teacher and student activities, and documentation, then analyzed by comparing results across cycles and reviewing changes in classroom engagement.
Result: The Team Quiz strategy improved students learning outcomes and participation across cycles, students became more involved in group discussions, more confident in answering questions, and achieved higher test performance by the second cycle. Classroom observations also indicated better learning focus and more constructive interaction during quiz sessions.
Conclusion: Team Quiz is an effective and practical strategy to enhance conceptual understanding in primary thematic civic education, because it combines cooperative learning with structured questioning and immediate reinforcement, making learning more active and meaningful in similar classroom contexts.
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