Horay Course Review Learning Model: Student Learning Outcomes in Material of Hindu-Buddhist Kingdom in Indonesia

Tasya Lumamena 1 Indonesia , Leonid Ritiauw 1 Indonesia , Samuel P. Ritiauw 1 Indonesia
1 Department of Elementary School Teacher Education, Universitas Pattimura
Link Copied!
Published 2026-03-31
Vol. 5 No. 2 (2026) PAGES 1366-1377
DOI 10.51574/ijrer.v5i2.4596
Views / Downloads 161 56

Learning the history of the Hindu-Buddhist Kingdoms in Indonesia is often considered boring by elementary school students due to the broad scope of material and conventional teaching methods, which have an impact on low student learning outcomes in class. This study aims to determine the effect of the Course Review Horay (CRH) learning model on student learning outcomes on the material of the Hindu-Buddhist Kingdoms in Indonesia for fifth-grade students at Elementary School 1 Passo. This type of research is an experimental study with a Pretest-Posttest Control Group Design. The study population included all fifth-grade students of Elementary School 1 Passo, totaling 38 students, consisting of class V-a as the experimental group (19 students) and class V-b as the control group (19 students). The research instrument used a learning outcome test in the form of 30 multiple-choice questions that have been tested for validity and reliability. The data analysis technique used an independent sample t-test with a significance level of 0.05. The results showed a Sig. (2-tailed) value of 0.000 <0.05, which indicates a significant difference between the learning outcomes of students in the experimental class and the control class. The average posttest score of the experimental class was 12.053 points higher than that of the control class. Therefore, it can be concluded that the Course Review Horay learning model significantly improves student learning outcomes on the Hindu-Buddhist Kingdoms topic. This research contributes to elementary school teachers' implementation of a fun and interactive cooperative learning model. The CRH model has been proven to create a conducive learning environment to improve students' understanding of narrative history material.

Lumamena, T., Ritiauw, L., & Ritiauw, S. P. (2026). Horay Course Review Learning Model: Student Learning Outcomes in Material of Hindu-Buddhist Kingdom in Indonesia . ETDC: Indonesian Journal of Research and Educational Review , 5(2), 1366–1377. https://doi.org/10.51574/ijrer.v5i2.4596
More Citation Formats
Download Citation

Downloads

Download data is not yet available.
  1. Agustini, K., Wahyuni, D. S., Mertayasa, I. N. E., Wedhanti, N. K., & Sukrawarpala, W. (2021). Student-centered learning models and learning outcomes: Meta-analysis and effect sizes on the students’ thesis. Journal of Physics: Conference Series, 1810(1). https://doi.org/10.1088/1742-6596/1810/1/012049 DOI: https://doi.org/10.1088/1742-6596/1810/1/012049
  2. Alotaibi, M. S. (2024). Game-based learning in early childhood education: a systematic review and meta-analysis. Frontiers in Psychology, 15(April). https://doi.org/10.3389/fpsyg.2024.1307881 DOI: https://doi.org/10.3389/fpsyg.2024.1307881
  3. Andini, S. R., & Miaz, Y. (2022). The Effect of the Course Review Horay Learning Model on Students’ Motivation and Learning Outcomes. JPI (Jurnal Pendidikan Indonesia), 11(4), 585-592. https://doi.org/10.23887/jpiundiksha.v11i4.54423 DOI: https://doi.org/10.23887/jpiundiksha.v11i4.54423
  4. Azzahra, S., & Prasetyo, T. (2024). Penggunaan Media Pembelajaran Digital dalam Meningkatkan Motivasi Belajar Siswa berdasarkan Perspektif Guru. Jurnal Inovasi Pendidikan Sekolah Dasar, 1(2), 120–134. https://journal.innoscientia.org/index.php/jipsd/article/view/118
  5. Fadiyah, N., Suntari, Y., & Usman, H. (2024). Pengembangan Flashcard Media Berbasis Animasi Zepeto untuk Pelajaran IPS bagi Siswa Kelas IV di Sekolah Dasar. Jurnal Basicedu, 8(4), 3221–3239. https://doi.org/10.31004/basicedu.v8i4.8258 DOI: https://doi.org/10.31004/basicedu.v8i4.8258
  6. Fitriani, F., & Maemonah. (2022). Perkembangan Teori Vygotsky dan Implikasi Dalam Pembelajaran Matematika di MIS Rajadesa Ciamis. Pendidikan Sekolah Dasar, 11(1), 35–41. https://doi.org/10.33578/jpfkip.v11i1.8398 DOI: https://doi.org/10.33578/jpfkip.v11i1.8398
  7. Goodwin, J. R. (2024). What’s the difference? A comparison of student-centered teaching methods. Education Sciences, 14(7), 736. https://doi.org/10.3390/educsci14070736 DOI: https://doi.org/10.3390/educsci14070736
  8. Hafsah, H., Iskandar, I., & Fatmasari, E. (2022). Students’ Learning Achievement in Writing Analytical Exposition Text: A Study in Jigsaw Cooperative Learning Model. ETDC: Indonesian Journal of Research and Educational Review, 2(1), 68-73. https://doi.org/10.51574/ijrer.v2i1.359 DOI: https://doi.org/10.51574/ijrer.v2i1.359
  9. Hasanah, K. N., & Pratiwi, I. (2025). Pengaruh Model Pembelajaran Course Review Horay (CRH) terhadap Hasil Belajar Siswa pada Pelajaran IPS di Kelas V di Sanggar Bimbingan Kampung Bharu Malaysia. DIAJAR: Jurnal Pendidikan Dan Pembelajaran, 4(2), 192–199. https://doi.org/10.54259/diajar.v4i2.4206 DOI: https://doi.org/10.54259/diajar.v4i2.4206
  10. Hoidn, S., & Reusser, K. (2020). Foundations od Student-Centered Learning and Teaching. In The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education (1st ed.). Routledge. https://doi.org/10.4324/9780429259371 DOI: https://doi.org/10.4324/9780429259371-1
  11. Jaramillo-Mediavilla, L., Basantes-Andrade, A., Cabezas-González, M., & Casillas-Martín, S. (2024). Impact of Gamification on Motivation and Academic Performance: A Systematic Review. Education Sciences, 14(6). https://doi.org/10.3390/educsci14060639 DOI: https://doi.org/10.3390/educsci14060639
  12. Johnson, D. W., Johnson, R. T., & Smith, K. A. (2021). Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory. Journal of Excellence in College Teaching, 25, 85–118. http://www.ncbi.nlm.nih.gov/pubmed/10180297
  13. Kebede, Y. A., Zema, F. K., Geletu, G. M., & Zinabu, S. A. (2025). Cooperative Learning Instructional Approach and Student’s Biology Achievement: A Quasi-Experimental Evaluation of Jigsaw Cooperative Learning Model in Secondary Schools in Gedeo Zone, South Ethiopia. SAGE Open, 15(1), 1–13. https://doi.org/10.1177/21582440251318883 DOI: https://doi.org/10.1177/21582440251318883
  14. Kerimbayev, N., Umirzakova, Z., Shadiev, R., & Jotsov, V. (2023). A student-centered approach using modern technologies in distance learning: a systematic review of the literature. Smart Learning Environments, 10(1), 61. https://doi.org/10.1186/s40561-023-00280-8 DOI: https://doi.org/10.1186/s40561-023-00280-8
  15. Lathifah, A. S., Hardaningtyas, K., Pratama, Z. A., & Moewardi, I. (2024). Penerapan Teori Belajar Konstruktivisme dalam Meningkatkan Keaktifan dan Hasil Belajar Siswa. DIAJAR: Jurnal Pendidikan Dan Pembelajaran, 3(1), 36–42. https://doi.org/10.54259/diajar.v3i1.2233 DOI: https://doi.org/10.54259/diajar.v3i1.2233
  16. Mladenovici, V., Ilie, M. D., Maricuțoiu, L. țP, & Iancu, D. E. (2022). Approaches to teaching in higher education: the perspective of network analysis using the revised approaches to teaching inventory. Higher Education, 84(2), 255–277. https://doi.org/10.1007/s10734-021-00766-9 DOI: https://doi.org/10.1007/s10734-021-00766-9
  17. Mustopa, A. A., & Rama, B. (2024). Strategi Pembelajaran Kooperatif dan Kolaboratif. Madani : Jurnal Ilmiah Multidisipline, 2(7), 503–507. https://doi.org/10.5281/zenodo.12733542
  18. Novera, E., Daharnis, D., Erita, Y., & Fauzan, A. (2021). Efektivitas Model Pembelajaran Kooperatif Tipe Course Review Horay dalam Peningkatan Aktivitas dan Hasil Belajar Matematika Siswa Sekolah Dasar. Jurnal Basicedu, 5(6), 6349–6356. https://doi.org/10.31004/basicedu.v5i6.1723 DOI: https://doi.org/10.31004/basicedu.v5i6.1723
  19. Pamungkas, M. H., Arafat, Y., & Selegi, S. F. (2025). Pengaruh Model Course Review Horay (CRH) Berbantuan Media Tebak Gambar Terhadap Keaktifan Belajar Siswa SD. Primary : Jurnal Keilmuan Dan Kependidikan Dasar, 17(1), 81–94. https://doi.org/10.32678/primary.v17i1.11773 DOI: https://doi.org/10.32678/primary.v17i1.11773
  20. Parida, P., Irviana, I., & Afni, N. (2025). Cooperative Learning Model of Time Based Learning Type Assisted by Media Box: Elementary School Students' IPAS Learning Outcomes. ETDC: Indonesian Journal of Research and Educational Review, 4(4), 1466-1477. https://doi.org/10.51574/ijrer.v4i4.3875 DOI: https://doi.org/10.51574/ijrer.v4i4.3875
  21. Partovi, T., & Razavi, M. R. (2019). The effect of game-based learning on academic achievement motivation of elementary school students. Learning and Motivation, 68(August), 101592. https://doi.org/10.1016/j.lmot.2019.101592 DOI: https://doi.org/10.1016/j.lmot.2019.101592
  22. Prastiwi, N. (2022). Implementasi Model Pembelajaran Course Review Horay (CRH) untuk meningkatkan Hasil Belajar Siswa kelas IVB SDN Brumbung Tahun Ajaran Gasal 2021/2022. Action Research Journal, 2(1), 35-41. https://doi.org/10.51651/arj.v2i1.477
  23. Ramli, Y., Setiawati, H., & Tharikh, A. J. (2024). Peningkatan Aktivitas Belajar Peserta Didik Melalui Penerapan Model Pembelajaran Kooperatif Tipe Course Review Horay (CRH). Edu Society: Jurnal Pendidikan, Ilmu Sosial Dan Pengabdian Kepada Masyarakat, 4(3), 1428-1435. https://doi.org/10.56832/edu.v4i3.494 DOI: https://doi.org/10.56832/edu.v4i3.494
  24. Rosita, Safitri, R. D., Suwarma, D. M., Muyassaroh, I., & Jenuri. (2024). Pendekatan Konstruktivisme Terhadap Peningkatan Hasil Belajar Siswa SD. Jurnal Review Pendidikan Dasar: Jurnal Kajian Pendidikan Dan Hasil Penelitian, 10(3), 238–247. https://doi.org/10.26740/jrpd.v10n3.p238-247 DOI: https://doi.org/10.26740/jrpd.v10n3.p238-247
  25. Simatupang, E. S. (2025). The Influence of the Course Review Horay (CRH) Learning Model on Learning Activeness in Christian Religious Education and Character Development. International Transformative Education and Humanities Journal, 1(1), 43-50. https://internationalleiden.com/itehj/article/view/610
  26. Slavin, R. E. (2015). Cooperative Learning in Elementary Schools. In International Journal of Primary, Elementary and Early Years Education. Routledge. https://doi.org/10.1080/03004279.2015.963370 DOI: https://doi.org/10.1080/03004279.2015.963370
  27. Sudrajat, A., & Jaya, F. (2022). Penerapan Model Course Review Horay Pada Pembelajaran IPS di Kelas IV SDN Ciputat 04 Kota Tangerang Selatan. Eduka : Jurnal Pendidikan, Hukum, Dan Bisnis, 7(1), 63. https://doi.org/10.32493/eduka.v7i1.18549 DOI: https://doi.org/10.32493/eduka.v7i1.18549
  28. Wahyuningtyas, C. D., & Wulandari, S. S. (2020). Pengaruh Model Pembelajaran Course Review Horay (CRH) Terhadap Hasil Belajar Siswa Pada Kompetensi Dasar Memahami Administrasi Kelas OTKP SMK Negeri 10 Surabaya. Jurnal Pendidikan Administrasi Perkantoran (JPAP), 8(2), 340–350. https://doi.org/10.26740/jpap.v8n2.p340-350 DOI: https://doi.org/10.26740/jpap.v8n2.p340-350
  29. Wana, P. R., Ruchiyat, M. G., & Nurhidayah, S. (2024). Pengaruh Ice Breaking terhadap Motivasi Belajar Siswa Sekolah Dasar. Jurnal Jendela Pendidikan, 4(01), 110–124. https://doi.org/10.57008/jjp.v4i01.698 DOI: https://doi.org/10.57008/jjp.v4i01.698
  30. Widyarini, F., & Suharto, Y. (2024). Tantangan dan Inovasi dalam Pembelajaran IPS Sekolah Menengah Pertama di Era Globalisasi. Journal of Innovation and Teacher Professionalism, 3(2), 357–362. https://doi.org/10.17977/um084v3i22025p357-362 DOI: https://doi.org/10.17977/um084v3i22025p357-362
  31. Wiyoko, T., Aprizan, A., & Lasmono, P. (2020). Meningkatkan Aktivitas Dan Hasil Belajar Dengan Model Course Review Horay (CRH) Di Sekolah Dasar. Jurnal Muara Pendidikan, 5(1), 609–618. https://doi.org/10.52060/mp.v5i1.278 DOI: https://doi.org/10.52060/mp.v5i1.278
  32. Woods, P. J., & Copur-gencturk, Y. (2024). Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching. Teaching and Teacher Education, 138(November 2023), 104415. https://doi.org/10.1016/j.tate.2023.104415 DOI: https://doi.org/10.1016/j.tate.2023.104415
  33. Wulandari, T. (2024). Participation role student in improving the quality of social studies learning in elementary schools. Tekno-Pedagogi: Jurnal Teknologi Pendidikan, 14(1), 42-55. https://doi.org/10.22437/teknopedagogi.v14i1.33205
  34. Zainal, H. (2022). Upaya Peningkatan Motivasi Belajar di Sekolah Dasar. Jurnal Kependidikan, 7(1), 97. https://www.e-journallppmunsa.ac.id/index.php/kependidikan/article/view/1147

Copyright (c) 2026 Tasya Lumamena, Leonid Ritiauw, Samuel P. Ritiauw

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Most read articles by the same author(s)

Similar Articles

<< < 44 45 46 47 48 49 50 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Course Review Horay Elementary School Hindu-Buddhist Kingdoms Learning Outcomes Social Studies Learning