Application of the Relating, Experiencing, Applying, Cooperating, and Transferring (REACT) Strategy to Improve Science Learning Outcomes in Fifth Grade Students at SDN Srengseng Sawah 11

Abstract

Fifth-grade students at SDN Srengseng Sawah 11 showed low participation and learning outcomes in Natural and Social Sciences (IPAS) because lessons relied on teacher explanation and question-and-answer. This study aimed to determine whether applying the Relating, Experiencing, Applying, Cooperating, and Transferring (REACT) strategy could improve science learning outcomes. Classroom action research following the Kemmis and McTaggart spiral model was conducted with 32 students of class V-B in the 2024/2025 academic year. Data were collected through written tests, teacher and student observation sheets, and documentation, and analysed descriptively as percentages against two success criteria: at least 85% of students scoring 75 or above, and observation scores of at least 90%. The share of students reaching the criterion rose from 53% before the action to 66% in Cycle I and 91% in Cycle II, which met the target. Teacher activity rose from 81% to 97%, and student activity from 73% to 92%. Three students still did not reach the criterion. Because the design had no control group and Cycle II also added class agreements and extra motivation, the gains are consistent with, but not proof of, a REACT effect. The strategy is promising for elementary science and should be tested with comparison groups and longer follow-up.