Improving Students’ Interpersonal Intelligence in Elementary Social Studies Using the Group Investigation Type of Cooperative Learning ( A Classroom Action Research on Third-Grade Students of SDI Cililitan 2, Jakarta)

Abstract

This study aims to improve students’ interpersonal intelligence in Social Studies learning through the implementation of the Cooperative Learning model of Group Investigation. The research was conducted as Classroom Action Research involving third-grade students of SDI Cililitan 2, Jakarta. The study was carried out in two cycles, each consisting of planning, action, observation, and reflection. Data were collected using observation sheets, interpersonal intelligence questionnaires, and field notes. The instruments focused on indicators of interpersonal intelligence such as social sensitivity, social insight, and social communication. Data analysis was conducted using an interactive qualitative model developed by Miles and Huberman, consisting of three stages: data reduction, data display, and conclusion drawing/verification. The success of the intervention was evaluated based on the percentage of students achieving higher levels of interpersonal intelligence after the implementation of the Group Investigation model. The findings showed a significant improvement in students’ interpersonal intelligence across both cycles. Students demonstrated better collaboration, empathy, communication, and participation during group activities. In addition, the teacher’s role in facilitating student interaction and guiding the learning process became more effective. The study concludes that the Cooperative Learning model of Group Investigation is effective in enhancing interpersonal intelligence among third-grade students in Social Studies learning. The model promotes active participation, social interaction, and shared responsibility, making it suitable for developing 21st-century interpersonal skills in elementary school contexts.