International Conference on Global Education V

“Global Education, Common Wealth, and Cultural Diversity”

THE APPLICATION OF SNOWBALL THROWING LEARNING MODEL TO

IMPROVE LEARNING MOTIVATION IN MATHEMATICS FOR THE
STUDENTS OF ELEMENTARY SCHOOL GRADE V

Debby May Puspita1, Khusnul Khatimah Purba2

deebymay02@gmail.com1, khatimahk06@gmail.com2
Basic Education Department of Graduate
Program Public University of Medan

ABSTRACT

The problem in this research is the lack motivation of the students,

particularly on mathematics subject. The formulation of problem is that as follows; is it
the use of Snowball Throwing model able to improve the motivation in learning
mathematics with the material two-dimensional figure and intersection among the
figure. The research is conducted with the aim to add the motivation of the students in
learning on the subject of Mathematics for the material of two-dimensional figure and
intersection among the figure with Snowball Throwing model in Elementary
School grade V. The type of research was class action research using 2 cycles and 4
steps, namely planning, implementation, observation and reflection. The subjects of
the research were all students of class IV State Elementary School 028227 South
Binjai for 42 subjects consisting of 28 males and 14 female students. The technique
of data collection was questionnaire and observation. The technique of data analysis
in this research used qualitative analysis by describing the percentages on each
cycle. Based on data analysis on the pre-action, it was found from the results of
questionnaire that 4 students (9.52%) with high motivation, 10 students (23,80%)
with medium motivation and 28 students (66.66%) with low motivation. On the post
cycle II, there were 37 students (88.09%) with high motivation and 5 students
(11.90%) have been motivated to mathematics subject. On Cycle I in the first meeting,
it was found from the result of observation that 1 student (2.38%) was categorized
highly motivated, 4 (9.52%) students were categorized motivated and 37 % (88.09%)
students were categorized less motivation. On the second meeting, there were 3
students (7,14%) have been motivated, 5 students (11.90%) were highly motivated,
and 34 (80.955) students have not motivated. On cycle II in the first meeting, 26
(61.90%) students were highly motivated, 12 students (28.57%) were categorized
motivated, 4 students (9.5250 were not motivated. On meeting II, 37 students
(88.09%) were highly motivated, 5 students (11,90%) were with medium
motivation, and 0 student (0%) was with low motivation on the subject of
mathematics. Thus, based on the result of research, the use of Snowball Throwing
model may improve the motivation of the students in learning the subject of
Mathematics for the two-dimensional figure and intersection among the figure in
class of V State Elementary School 028227 South Binjai.

Key words : Snowball Learning Method and Learning Motivation

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INTRODUCTION
Education has a very important role in producing qualified human resources
both seen from the individual or community life. School is one of the formal
institutions to hold a series of learning activities which are organized and well
structured including in learning- teaching process in classroom.
The education of mathematics in elementary school has a very important role
since on such as the level, the education of mathematics has the fundamental
foundation in determining the attitude, intelligence, and basic personality of the
children (Susanto, 2015 : 50). To create precise foundation, it is required teachers
who encourage the students to be more active during learning-teaching process. The
learning process is not centered on the teachers, however it rests on the students. The
teachers do not transfer the knowledge for the students, but to assist the students in
forming their own knowledge.
Sardiman (2011:125) states that teachers are as the component of human in
learning-teaching process who is actively in forming potential human resources in
the field of development. Also, it is stated that teachers are not only as to transfer the
knowledge to the students, but also as to educate and transfer of values and as
consultant to give guidance and to guide the students in learning.
Based on the results of observation in the environment of school, I found that
the teachers were dominantly using Teacher Center Learned in learning-teaching
process in class and the activities are more focused on the teachers. Less varied of
learning-teaching method led into less effective of teaching output. It was found that
the students were frequently lazy to join the subject and even do not care with their
lesson. For instance, during learning-teaching process, some students were actively
talking with other students, and even they do as what they like.
In school teaching, mathematics is one of the subject which is considered
difficult. It causes that the students are less interest in learning the subject. Low
interest of the students to study mathematics is caused by the mindset they have that
learning mathematics is hard. The researcher found similar experience during on job
training in which some students were not active in joining the subject of
mathematics in classroom. The students tended to be passive without any feedback in
asking questions and giving answer during the subject.

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“Global Education, Common Wealth, and Cultural Diversity”

It may be caused by some predisposing factors, such as low motivation of the

students, less appreciation given by the teachers and non-conducive environment
leading into low interest in studying. In addition, less varied of teaching method and
the interest to join the subject in learning-teaching process made the students were
boring to join the subject in class.
One of the alternatives to solve the problems above was the use of learning –
teaching model, namely by choosing interesting model which may encourage the
students to be actively in studying, that is active learning model. One of active learning
models which may solve the problem is by the use of Snowball Throwing Learning
Model.
Snowball Throwing Learning Model is one of the techniques in teaching to
make the students are more creative in making the questions of mathematics and to
answer the questions given and vice-versa. The application of Snowball Throwing
Learning Model in studying mathematics is by involving the students to be actively
take a part with the guidance of the teacher, in order to add the ability of the students
in understanding the concept which is more guided and directed.
Based on the problems stated in the background, then the problems can be
identified such as the following :
1. Low of motivation in learning mathematics for the students of State Elementary
School 028227 South Binjaiwas caused by learning method applied by the teacher
is still Teacher Centre Learned.
2. Low interest of the students in learning mathematics.
3. Less of appreciation given by the teachers in learning process.
4. Less varied of teaching models in learning-teaching process applied by
teachers.
5. Unconducive learning environment.
Based on the above description regarding the problems in learning mathematics,
the use of learning model as one of the factors leading into less motivation of the
students in studying. Hence, further research is necessary to conduct. In knowing
the above points, the research is conducted entitled “The Application of Snowball
Throwing Learning Model To Improve Learning Motivation of The Students In
Learning Mathematics in Class V of Elementary School”.

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Theoritical Overview
In a narrow sense, “Learning means the efforts to master the material of the
science which is as a series of activities leading into the form of integrated
personality” (Sardiman, 2011 : 20). The view of cognitive psychology states that
learning is to develop various strategies in taking notes and getting various
information .
Syah (2012 : 153)The students should be active to find the information, and the
teachers do not control the stimulus, but to be the partner of the students in the
process of finding some information and meanings of the obtained information in
their learning.
Purwanto (2011: 38) states that learning is the process in the individual to
interact with environment in getting the change of attitude. The process of learning
may involve cognitive, affective and psychomotor aspects. Seen from the cognitive
aspect, the students are taught about the knowledge found in environment, and
from pscyhomotoric aspects, the students get the change through the skills found in
the individual.
Damyati and Mudjiono (2009:101-106) improve the motivation of learning
among other things: (a) optimization of the application of the principles of learning, (b)
optimization of the dynamic elements of learning and learning, (c) optimizing the
utilization of the experience and abilities of students, (d) the development of the ideals
and aspirations of learning.
Siregar(2010:51) Motivation means the courage or wish to study. Someone will
be success in studying if he/she has the wish to study. This is as the principle in
learning which should be kept in mind. Every student should be encouraged in
studying and motivated both in internal or external. By having motivation, the
students will be more motivated to follow the subject. The intention derived from
internal of individual is called as motive.
Shoimin (2014 : 175) states that there are 6 phases in the application of
Snowball Throwing Learning Model, namely (1) Delivering all goals in learning and
to motivate the students, (2) Delivering information regarding the material of learning
for the students, (3)Organizing the students in discussion learning group (Giving the
information for the students regarding the procedure in the application of Snowball
Throwing Learning Model, by dividing the students into groups consisting of 7

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students for each group, (4)Guiding the discussion learning group (calling the head of
each group and describe the material of the topic to discuss, and asking the head of
the discussion to return to each group in order to discuss the topic given by the
teacher with his/her group, giving a piece of paper for each group and asking the
students to write questions in according with the material given by the teachers,
asking the students to write question in order to ask to other group and asking other
group to write their answer on the piece of paper given, (5)Evaluation (The teacher asks
each head of group to read the answer of the question given or accepted from other
group), (6)Giving the assessment /appreciation on the output of the group.
In this occasion, it is required good participation of the students and cooperation
for the application of Snowball Throwing Learning Model and it is with high impact
on teaching. Each member should understand the needs of its group, and by the
application of Snowball Throwing Learning Model, the students are trained to
cooperate and to reduce the egoism in studying. According to Huda (2014:226) in the
context of learning, the Snowball Throwing applied by throwing a geographical
description of paper to show the students had to answer a question from a teacher.
By the applying Snowball Throwing Learning Model, the students will be more
active in learning-teaching process. Also, it encourages the students to understand
the material of teaching better. It is expected that by applying Snowball Throwing
Learning Model, the motivation of the students will be better in studying.

THE METHOD OF RESEARCH

The subjects in this class action research are the students of Elementary School
grade V 028227 South Binjai for 42 students consisting of 28 males and 14 females.
The object of research is Snowball Throwing Learning Model to improve the
motivation of students in learning mathematics.
Data collection was conducted using observation sheet and questionnaire.
Observation sheet was used to know the motivation of students in learning and the
implementation of class action learning by applying Snowball Throwing Learning
Model. The observation was conducted for 4 times both with observation to the
students and observation to the teachers.
1. The observation was conducted by the teacher in grade V as the observer during
learning-teaching process.

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a. Observation sheet of the motivation of students in studying is arranged and

developed by researcher referring to the indicators or the characteristics of
motivation according to Sardiman (2011; 83) including (1) Serious in studying,
(2) Resilient to do the tasks, (3)Interest to solve various problems, (4)Quicker
and enjoy in studying, (5)Self-reliance, (6)Active in studying, (7) creative, (8)
Joy in facing problems.
b. Observation sheet regarding the implementation of class action research by
teacher including (1) the expertise to start the lesson, (2)material presentation,
(3)the use of Snowball Throwing Learning Model (4)class management, (5)
Learning assessment, (6)Closing of learning.
2. Questionnaire
The questionnaire is distributed to the students for twice, namely once in the
beginning and later in the closing of research. The questionnaire has been
validated firstly. Sugiyono (2015:199) states that questionnaire is as the
technique for data collection by giving a series of questions or written statements
to the respondents. The questionnaire contains some written questions used to get
information in order to measure the level of the motivation of the students in
studying mathematics on the material of two-dimensional figure.
Data analysis was done by the writer on every aspect of research activity
ranging from observation with notes regarding the parts to observe. Dewi
(2010:81) The data used in class action research was by applying quantitative
data analysis technique in order to see the tendency in learning process and
qualitative descriptive analysis was done as the method to describe the real facts
in accordance with the obtained data to know the response of the students in
studying and the activity of the students during learning-teaching process.
To measure the percentage of motivation of the students in studying, it uses
the fomula as follows :
F
P = - x 100%
n
Remarks :
P = classical motivation figure
F = number of students with change/motivation
n = total of the students

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Criteria :
 Score 80%- 100% categorized as high motivation
 Score 60%-79% categorized as medium motivation
 Score 0%- 59% categorized as low motivation

RESULTS AND DISCUSSION

Table 1. Results of Observation of Teachers’ Activity

Cycle Meeting Average of Criteria Remarks
Motivation
Cycle I 1st Meeting 59.62% Low Not-Improved
2nd Meeting 73.80% Medium Little Improved
Cycle II 1st Meeting 78.5% Medium Little Improved
2nd Meeting 95.23% High Improved

From the results of the performance of teacher above, it can be seen that all
indicators have improved up to high category, such as apperception, the use of time
and learning strategy, the involved of the students in studying, interaction with the
students, evaluation and closing the lesson with high criteria.
Based on data analysis, on pre-class action research, it was obtained that 4
students (9.52%) reached high motivation in studying, 10 students (23.80%) reached
medium motivation and 28 students (66.66%) with low motivation. On post-cycle II,
37 students (88.09%) were highly motivated and 5 students (11.90%) have motivated
to study mathematics. On Cycle I of first meeting, it was obtained from the
observation that 1 student (2.38%) was categorized with high motivated, 4 students
(9.52%) with medium motivation and 37 students (88.09%) were categorized with
low motivation. On the second meeting, 3 students (7.14%) were highly motivated, 5
students (11.90%) with medium motivation and 34 students (80.95) were
categorized with low motivation. On Cycle II of first meeting, 26 students (61.90%)
were highly motivated, 12 students ( 28.57%) were categorized with medium
motivation and 4 students ( 9.25%) were with low motivation. On the second
meeting, 37 students ( 88.09%) were highly motivated, 5 students (11.90%) were with

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medium motivation, and 0 (0%) or zero student with low motivation in studying
mathematics.
Diagram 1. The result of observation of student’s motivation

Observastion of student's motivation

100,00%
persentase %

80,00%
60,00%
40,00%
20,00%
0,00%
Siklus I Siklus I Siklus II Siklus II
Pertemua Pertemua Pertemua Pertemua
nI n II nI n II
Siklus 39,62% 58,28% 79,06% 92,06%

From the table above, it can be seen that on Cycle I up to Cycle II, it has been
improved, either seen from Cycle I of first meeting showing that 39.62% were
categorized low, Cycle I of second meeting showing that 58.28% was categorized
low, Cycle II of the first meeting shoed that 79.06% were categorized medium and
on Cycle II of the second meeting, it was 92.06% with high motivation.
Hence, based on the results of research, it can be inferred that the application of
Snowball Throwing Learning Model may improve the motivation of the students in
learning Mathematics on the material of two –dimensional figure on grade V
elementary school 028227 South Binjai.

CONCLUSIONS AND SUGGESTIONS

Based on the results and discussion, the conclusion can be drawn such as the
following :
1. The application of Snowball Throwing Learning Model may improve the
motivation of the students in learning mathematics since it gives the opportunity
for the students to be active in studying with his/her friends and the students are
more welcome to understand the explanation from the tutors or head of the
discussion in order to add their skill in giving and answering the question.
2. The results of research showed that there was the improvement of the motivation
in learning based on the questionnaire distributed, namely on the first condition,

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the figure of classical motivation was 61.57% and categorized low and on the last
condition, it was obtained the classical figure for 90.53% and categorized high.
3. From the result of observation for the motivation of the students, it showed that
there was the improvement of the motivation of the students, such as :
a. On cycle I in the first meeting, it was obtained 39.62% were categorized
with high motivation.
b. On cycle II in the second meeting, the data showed that 58.28% were with
medium motivation.
c. On cycle II in the first meeting, the data showed that 79.06% were with
medium motivation.
d. On cycle II in the first meeting, the data showed that 92.06% were highly
motivated.
4. From the observation results of teaching activity on cycle I of the first meeting,
it was obtained the score 55.68% with low motivation, on cycle I of the second
meeting, it was obtained the score 70.45% which categorized medium. And,
on cycle II of the first meeting, it was obtained from the result of observation
of teaching of the teacher, it was 78.57% were categorized medium and on cycle
II of the second meeting, it reached the improvement for 95.23% and highly
motivated.
5. Learning by applying Snowball Throwing Learning Model on the topic of two-
dimensional figure and the intersection of two-dimensional figure may reduce the
boredness of the students in studying mathematics.
From the conclusions above, the suggestions are given such as the following:
1. The headmaster should motivate those mathematics teachers to apply Snowball
Throwing Learning Model in order to make the students are more active in
following learning-teaching process.
2. To the teachers, it is expected to apply Snowball Throwing Learning Model in
learning mathematics in order to make the students are more active and to reduce
boredness in studying.
3. To the next researchers, it is expected to study more on similar problem by
applying Snowball Throwing Learning Model in order to improve the motivation
of the students in studying.

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“Global Education, Common Wealth, and Cultural Diversity”

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