The Implementation of Cooperative Learning Model Rally Robbin And Fan-N-Pick To Improve Students’ Self Esteem And Learning Outcomes

International Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714
www.ijhssi.org ||Volume 6 Issue 6||June. 2017 || PP.44-50
www.ijhssi.org 44 | Page
The Implementation of Cooperative Learning Model Rally Robbin
And Fan-N-Pick To Improve Students’ Self Esteem And Learning
Outcomes
Putri Yunisda Mawarni1)
, Budi Eko Soetjipto2)
, Cholis Sa’dijah3)
1)
Study Program of Basic Education, Graduate program, Universitas Negeri Malang, Indonesia
2)
Faculty of Economics, Universitas Negeri Malang, Indonesia
3)
Faculty of Mathematics and Sciences, Universitas Negeri Malang, Indonesia
Abstract: This study aims to describe the application of Rally Robbin and Fan-N-Pick learning models in
classroom learning, and how to improve students’ self-esteem and learning outcomes of the fifth-grade students
of SDN Purwantoro 8 Malang through the implementation of Rally Robbin and Fan-N-Pick learning models.
This research is a classroom action research (CAR) with the subject of the fifth-grade students of SDN
Purwantoro 8 Malang. The data collection of this research used observation method, interview, test and
documentation. The technique used in this research is qualitative data analysis consisting of: 1) reducing data,
2) presenting the data, 3) inferencing the result of analysis. The procedures in this study used the model
developed by Kemmis and Taggart. Based on the results of data analysis obtained it was found that: 1)
implementation of Rally Robbin and Fan-N-Pick learning model on the fifth-grade students of SDN Purwantoro
8 Malang is well performed; 2) the implementation of Rally Robbin and Fan-N-Pick learning models can
improve students’ self-esteem; And 3) the adoption of Rally Robbin and Fan-N-Pick models can improve
students’ learning outcomes.
I. INTRODUCTION
Education plays an important role in improving the quality of human resources quality. In the year
2013/2014, The Basic Education Unit begins to implement the 2013 Curriculum integrated with thematic
learning and the process is done using a scientific approach. The successful implementation of the Curriculum
2013 in the Elementary School classes is largely determined by the role of teachers. Teachers are required to
apply active and enjoyable learning for students. According to Sa'dijah (2011) teachers need to provide
opportunities for students to build their own students' knowledge actively by looking at previous knowledge that
has been owned by students. In fact, teachers have not been able to provide maximum learning in the classroom,
one of the reasons is the student learning’s conditions. Syah (2014: 170) stated that generally students’
conditions in lesson is influenced by physical and psychological factors (internal), environmental factors
(external) and learning approach factors.
Teachers continue to dominate during classroom lesson. Based on observations in fifth grade of SDN
Purwantoro 8 Malang on September 14, 2016, the teacher explained the material in front of the class, wrote the
material on the board and used the students’ textbook. This leads to very minimal student involvement, and the
most students have passive during the lesson. The results of interviews conducted to teachers revealed that
students are still hesitant in conveying opinions in the class as they are afraid of being wrong and criticized by
other students. Problems experienced by the fifth-grade students of SDN Purwantoro 8 Malang is caused by
students’ low self-esteem, so that teachers need to take action to improve students’ self-esteem. According to
Mruk (2006) self-esteem is an assessment of the individual self that includes strength and confidence.
Based on several previous studies have shown that self-esteem has close relationship with academic.
Research by Lestari (2013) stated that self-esteem has a close relationship with student academic achievement,
where students who have high self-esteem will have higher academic achievement than students whose self-
esteem is low. Therefore, it is important for teachers to find the best solution to improve students' self-esteem,
one of which is by applying cooperative learning model. This is supported by Slagle’s (2007) research who
found out self-esteem of students can be improved when students are taught by cooperative learning model.
Cooperative learning is a solution for student low self-esteem and learning outcomes. Slavin (1999)
stated that cooperative learning is a powerful tool for achieving academic, social and affective goals of students
by working together in groups. Cooperative learning is also very fun and able to make students more actively
interact in learning. Dyson (2003) also added that cooperative learning is capable of developing motor skills,
social, working with groups, giving and receiving good feedback as well as developing students’ confidence.
Some models of cooperative learning have been widely used in learning. One of the learning models
developed by Kagan that will be used in this research is Rally Robbin and Fan-N-Pick Model. Rally Robbin and

The Implementation Of Cooperative Learning Model Rally Robbin And Fan-N-Pick To Improve ..
Fan-N-Pick learning model is a learning model that can enable students to participate and work together.
According to Soetjipto (2010: 82) this Rally Robbin model, students and their friends work alternately to solve
problems and find solutions. Kagan (2009: 6.33) explains the Rally Robbin learning model has the following
steps: 1) the teacher poses the problem that there are various answers or solutions; 2) the teacher gives the
thinking time; And 3) the students take turns with their partners declaring answers or solutions. According to
Indiyantika (2015: 16) the advantages of this learning model is that each student is entitled to reveal as much
science as possible in accordance with the learning materials, students are also trained to communicate in a good
way with friends. Ariani (2016: 608) added that all activities undertaken by students are directed to seek and
find their own answers from the questionable so it is expected to foster self-confidence and develop systematic,
logical and critical thinking skills or develop intellectual ability as part of the mental process.
The Rally Robbin learning model will be used with the Fan-N-Pick learning model. According to
Riyadi (2016) Fan-N-Pick learning model is a learning model that has the advantage of providing opportunities
for students in the group to participate in learning. Chen (2016) also stated that cooperative learning is highly
structured with respect to students' values and perceptions in working within the scope of the group. The steps
of Fan-N-Pick model according to Kagan (2009: 6.25) are as follow: a) Student 1 holds the question card; b)
Student 2 holds the card, reads the question aloud and gives time to think; c) Student 3 answers questions; d)
Student 4 restates the answer (or adds an answer) and e) The student turns clockwise, one role for each new
chapter. According to Kagan (2009: 6.25) this learning model trains students in developing various aspects,
including: (1) receiving input or praise; (2) active listening; (3) practicing honesty; (4) contributing ideas / ideas;
(5) comply with the rules; (6) to appreciate the work of others; (7) tolerance and (8) responsibility.
Several studies have also revealed that cooperative learning models can improve students ‘self-esteem
and learning outcomes. A research by Syafitri (2014) is about improving student learning outcomes and self-
esteem on service subjects to customers through the application of collaborative Fan-N-Pick with Carousel
Feedback learning model. The results of this study conclude that the application of these two models is also able
to improve students' self-esteem on service subjects to customers. Similar research was also conducted by
Hakim (2013) on improving learning outcomes and self-esteem through cooperative learning that is by
combining Fan-N-Pick and Team Game Tournament learning models. The results showed that there is an
increase in student learning outcomes and self-esteem by applying the learning model. Frianto (2016) also
conducted a similar study on the application of TGT and Fan-N-Pick cooperative models. The results of this
study concluded that these two models are able to improve the motivation and learning outcomes of social
science students in Junior High School 25 Tanjung Jabung Timur, Jambi. Riyadi's (2016) research on the
application of the Fan-N-Pick Model and Quick on The Draw also concluded that these two models can improve
social skills and learning outcomes of social science students of grade IV at SDN Karangkobar Banjarnegara.
RESEARCH METHODS
This research is a classroom action research (CAR). Stages of research activities carried out according to
Kemmis and Taggart models which are: preparation, implementation, analysis and reporting. The design of this
study can be described as follows.
Figure 1. The modified steps of Classroom Action Research (CAR) as proposed by Kemmis and McTaggart
(Akbar, 2010)

This research was conducted in the fifth-grade students of SDN Purwantoro 8 Malang with 47 students
consisting of 19 female students and 28 male students. The reason for choosing the fifth-grade students because
the students' self-esteem is still low. It is evidenced by passive students behaviour during the lesson, hesitant
attitude in expressing opinion, feeling insecure and unable to compete with other students. The data required in
this study is data on the implementation of Rally Robbin and Fan-N-Pick learning models, and student learning
outcomes. Complete data and data sources can be seen in the following table.
Table 1. Data and research data source
No Variable Instrument Data collecting method Source
1 Rally Robbin and Fan-N-
Pick Models
The Implementation observation sheet on Rally
Robbin and Fan-N-Pick learning model
Observation Teacher and
Students
2 Self esteem Observation sheet on students’ Self esteem Observation Students
Questionnaire sheet on students’ Self esteem questionnaire Students
3 Learning outcome Post test Written test Students
The data used in this research is observation, interview, test and documentation. The technique used is
qualitative data analysis consisting of three stages of activities performed sequentially, namely: 1) reducing data,
2) presenting the data, 3) inferencing the analysis result. Indicator of success criteria of Rally Robbin and Fan-
N-Pick model to improve student self-esteem can be seen when the implementation of learning by teacher and
student in applying Robbin and Fan-N-Pick Rally model reach 80% with good criteria, student self-esteem
observation reach 80% with very good criteria, self-esteem questionnaire reached 80% students with very good
criteria and student learning outcomes achieve 80% of classical completeness above KKM (more than 75).
II. Research Findings And Discussion
The instrument used to measure the implementation of the Rally Robbin and Fan-N-Pick learning
model is an observation sheet that contains an assessment by the observer. The study was conducted in 3 cycles
where each cycle consisted of 3 meetings. The research applied to the fifth student’s thematic learning with
theme of the history of civilization of Indonesia. Based on the results of these instruments the researcher will
obtain the data on the implementation of learning. The data on the results of the implementation of learning can
be stated that the level of implementation by teachers in learning has increased from each cycle. The average
learning achievement of learning by teachers in learning increased from the first cycle of 79, 69% with good
criteria, in the second cycle of 84, 72% with very good criteria and in the third cycle of 89, 06% with very good
criteria. The value obtained in the third cycle has been in accordance with the criteria of success of 80%.
Obviously, the increase in the implementation of learning by teachers can be seen in the following diagram.
Figure 2. Teachers’ learning Implementation
The data of learning implementation is not only obtained from the teacher, but also from the students.
The acquisition of learning activity by students in the first cycle is 65,12% with medium criteria, on the second
cycle is 79,67% with good criteria and at the third cycle is equal to 82, 61% with very good criteria. The value
obtained in the third cycle has been in accordance with the criteria of action success of 80%. Obviously, the
increase in the implementation of learning by students can be seen in the following diagram.

Figure 3. Students Learning implementation
Cooperative learning can bring students to learn through some interesting, effective, and more active
methods of interacting in classroom learning. This is supported by Slavin (1999) where cooperative learning is a
powerful tool that can be used to achieve academic, social, and affective goals of students by working together
in groups to solve problems. Dyson (2003) also added that cooperative learning can help developing motor
skills, social skills, work in groups, provide and receive feedback and develop student self-confidence.
The application of Rally Robbin's learning model starts from: (1) The teacher poses a problem in which
there are many possible answers or solutions; (2) The teacher gives the thinking time; (3) Students take turns in
expressing answers or solutions. Implementation of this model from cycle I to cycle II can be seen from the
increasing level of student activity, students who are initially shy and feel inferior began to interact, share
information with friends, work together, help each other and dare to appear in front of the class to deliver the
results of his work so that students’ Self-esteem and knowledge also increased.
The implementation of Rally Robbin learning model is combined with Fan-N-Pick learning model. The
implementation of Fan-N-Pick learning model in the fifth-grade students of SDN Purwantoro 8 Malang
includes: 1) Student 1 holds question card such as fan and reads questions, 2) Student 2 holds the card, reads the
question aloud and gives time to think, 3) Student 3 answers the question, 4) Student 4 reiterates the answer (or
adds the answer, and 5) The student switches the role clockwise.
Student activity from the first cycle, the second cycle and the third cycle is also getting better. Students
exchange information, build knowledge, express opinions, obey rules, appreciate the work of others, be
responsible, focus on the task so that students understand more about the material. According to Kagan (2009:
6.24) Fan-N-Pick cooperative learning model has a functional structure to build groups in learning so that group
members' interaction can foster new ideas, communicate knowledge with the group, implement learning in a
systematic way and embodied in the learning implementation plan as well help improve student self-esteem.
Self-esteem in question include the growth of students' courage, student self-confidence, responsibility, empathy
and student self-control in positive things.
Instruments for measuring student self-esteem in the implementation of Robbin and Fan-N-Pick Rally
models are observation sheets and student self-esteem questionnaires. During the learning process, there are 2
observers who are tasked to observe the implementation of activities and development of student self-esteem. In
the student observation sheet, several aspects can be observed, namely 1) the students are dare to ask questions
to the teacher if they get difficulty, 2) the students can discuss with friends about the problems given by the
teacher, 3) the students discuss in groups using Fan- N-Pick learning model, 4) the students give praise to the
other students if they answer the questions correctly, and 5) the students know the role of each member in the
Fan-N-Pick model.
The result of self-esteem observation is conducted by 2 observers in the first cycle get the value of 73,
70% with good criteria, the second cycle is equal to 83, 34% with very good criteria and at the third cycle is
equal to 85,04% with very good criteria. The value obtained in the third cycle has been in accordance with the
criteria of success of action by 80%. Obviously, the increase in the implementation of learning by teachers can
be seen in the following diagram.

Figure 4. Observation result on students’ Self esteem
The self-esteem questionnaire is given 4 times to the students: 1) during pre-action, 2) after the end of
first cycle, 3) after the end of the second cycle, and 4) after the end of the third cycle. The result of self-esteem
questionnaire of students in pre-action activity is 51, 06% with medium criteria, in the first cycle is 72,34% with
good criteria, the second cycle is equal to 78,72% with good criteria and at the third cycle is equal to 85,11%
having very good criteria. The results in the third cycle have been in accordance with the success criteria of
action on the acquisition of self-esteem questionnaire by 85%. Obviously, the increase in the implementation of
learning by teachers can be seen in the following diagram.
Figure 5. Students’ Self-esteem questionnaire
Based on the above analysis it can be said that the application of Rally Robbin and Fan-N-Pick learning
model can improve student self-esteem. Teacher who acts as facilitator and motivator. Students in groups try to
relate the concepts they have mastered through group discussions, students have been able to communicate well,
communicate opinions and accept friends' opinions, perform tasks according to roles responsibly, and cooperate
with each other sincerely. The success of self-esteem improvement is in line with Slagle (2007) opinion that self-
esteem can be improved when students are taught using cooperative learning method.
The result of the study on the implementation of Rally Robbin and Fan-N-Pick learning model can
prove that the students' learning outcomes have improved from the first cycle, the second cycle and the third
cycle. The final test result of 47 students with Minimal Completeness Criteria (MCC) of 75, in the first cycle
there are 55, 31% of 26 students who achieve mastery learning. In the second cycle there are 78, 72% is 37
students who achieve mastery learning, which means there is an increase for 23, 41% compared to the first
cycle. The results are still considered incomplete as it has not met the MCC as the complete learning happens
when it reaches 85% the number of students who have reached MCC (more than 75). In the third cycle there are
85, 11% of 40 students who achieve learning mastery, which means it increased by6, 39% compared to the
second cycle. This indicates that the students of the fifth grade of SDN Purwantoro 8 Malang have completed
the classical study set in this study that is considered to have complete learning when reaching 85% of the total
number of students who reach MCC (more than 75). Simple improvement of teaching implementation by
teachers can be seen in the following diagram.

Figure 4. students’’ learning outcome
The results above is in line with the opinion Sudjana (2013: 49) stating that the learning outcomes are
the abilities that students have after receiving treatment in learning from the teaching process. In line with
Sudjana, Hamalik (2008: 12) stated that the learning outcome is as a change of behaviour in a person that can be
observed and measured forms of knowledge, attitudes and skills. The change can be interpreted as an occurrence
of better upgrades and improvements from previous knowledge from do not know into things. At the end of
each learning process, students are expected to be able to demonstrate the abilities shown in this study by
cognitive learning outcomes. Cooperative learning model is very helpful for teachers in learning in the
classroom. The results of Riyadi's (2016), Hakim (2016) and Frianto (2016) studies showed that after the
implementation of Fan-N-Pick model it can improve students learning outcomes on social studies. Another
study by Indiantika (2015) also stated that learning using Rally Robbin can improve student learning outcomes
III. Conclusion And Recommendation
Based on the results of data analysis and discussion that have been described it can be concluded that:
1) the implementation off learning model Rally Robbin and Fan-N-Pick in class of the fifth-grade students of
SDN Purwantoro 8 Malang has been done well; 2) the implementation of Rally Robbin and Fan-N-Pick learning
model can improve student self-esteem; 3) the adoption of Robbin and Fan-N-Pick Rally models can improve
student learning outcomes.
Based on the results of this study, the suggestions are stated as follows: 1) Teachers are advised to
apply the Rally Robbin and Fan-N-Pick learning models because based on the research results it is known that
the implementation of Rally Robbin and Fan-N-Pick can improve students’ self-esteem and learning outcomes;
2) The Rally Robbin and Fan-N-Pick learning model is expected to be used maximally by the teacher in several
ways, namely: a) conveying clearly and detail the implementation steps of the learning model, b) directing
students to help each other, cooperate and engage Active in the discussion, c) creating a fun but controlled
learning atmosphere and continue to motivate students to be more active in the learning process, and 3) Further
research is suggested to conduct further research by applying Rally Robbin and Fan-N-Pick learning models in
different subject or different basic competencies and different levels of education.
References
[1]. Akbar, S.2010. Penelitian Tindakan Kelas (Edisi Revisi). Yogjakarta: CV. Cipta Media.
[2]. Ariani, N.F., Sa’dijah, C., Subanji. 2016. Penerapan Metode Inkuiri Terbimbing Pada Pecahan Sederhana Kelas III SD. (hal. 608-
615). Prosiding Seminar Nasional Pendidikan Dasar 2016 retrieved from http://pasca.um.ac.id/wp-
content/uploads/2016/09/Prosiding-Semnas-Dikdas-2016.pdf
[3]. Chen, H., Huang, C. 2016. Japanese EFL Students’ Reading Test Performance and Perceptions of Working in Small Groups in
Highly-Structured Cooperative Learning Activities.(online), retrieved from
(http://www.tokyojalt.org/uploads/9/3/6/9/9369653/tokyojalt_journal_2016.pdf)
[4]. Dyson, B., Allison, R. 2003. Implementing Cooperative Learning In Elementary Physical Education. Journal of Physical Education,
Recreation & Dance; Jan 2003; 74, 1; Arts & Humanities Database. (online) retrieved from
(http://www.tandfonline.com/doi/abs/10.1080/07303084.2003.10608363)
[5]. Frianto., Soetjipto,B.E., Amirudin, A. 2016. The Implementation of Cooperative Learning Model Team Game Tournament And
Fan-N-Pick To Enhance Motivation and Social Studies Learning Outcomes. 16 (7). (Online), retrieved from
(http://www.iosrjournals.org/iosr-jhss/papers/Vol.%2021%20Issue5/Version-7/I02105077481.pdf)
[6]. Hakim. 2013. Peningkatan Hasil Belajar Dan Harga Diri (Self Esteem) melalui Pembelajaran Kooperatif Kolaborasi Model Fan-N-
Pick dan Team Game Tournament. Malang: Universitas Negeri Malang
[7]. Hamalik, O. 2008. Dasar-Dasar Pengembangan Kurikulum. Bandung: PT Remaja Rosdakarya.

[8]. Indiyantika, T. 2015. Penerapan Model Pembelajaran Problem Based Learning Dipadu Dengan Rally Coach Untuk Meningkatkan
Aktivitas Dan Hasil Belajar Muatan IPS Studi Pada Siswa Kelas IV SDN Kebon Agung Kabupaten Malang. Malang: Universitas
Negeri Malang
[9]. Kagan, S.& Kagan. M. 2009. Kagan, Cooperative Learning, San Clemente: Kagan Publishing.
[10]. Lestari.L.P.S. 2013.Keefektifan Pelatihan Metode Self –Intruction Dalam Meningkatkan Self esteem Siswa SMA. Malang:
Universitas Negeri Malang.
[11]. Mruk, C.J. 2006. Self-Esteem Research, Theory, and Practice. New York: Springer Publishing Company. (online), retrieved from
(http://lghttp.48653.nexcesscdn.net/80223CF/springer-static/media/samplechapters/9780826108982/9780826108982_chapter.pdf)
[12]. Riyadi, A., Soetjipto, B.E., Amirudin, A. 2016. The Implementation of Cooperative Learning Model Fan-N-Pick and Quick on
The Draw To Enhance Social Competence and Cognitive Learning Outcome for Social Studies.21(1). (online), retrieved from
((http://www.iosrjournals.org/iosr-jhss/papers/Vol.%2021%20Issue4/Version-1/L2104019096.pdf
[13]. Sa’dijah, C. 2011. Kemampuan Partisipasi dan Kerjasama Siswa dalam Pembelajaran Matematika Beracuan Konstruktivis dengan
Setting Kooperatif. Semnastika Universitas Negeri Surabaya “Matematika Membangun Insan Kritis dan Kreatif”. (page 69).
(online) retrieved from (http://fmipa.um.ac.id/index.php/component/attachments/download/227.html )
[14]. Slagle, 2007. The Use Of Cooperative Learning To Promote Academic Achievement, Self esteem , And Inter Group Relations In A
High School Social Studies Class. (online) retrieved from (https://etd.ohiolink.edu/pg_10?0::NO:10:P10_ETD_SUBID:53905)
[15]. Slavin, R.E., Cooper, R. 1999. Improving Intergroup Relations : Lessons, Learned From Cooperative Learning Programs. Journal of
Social Issues. (online) retrieved from (http://jan.ucc.nau.edu/~slm/AdjCI/Teaching/Cooperative.html)
[16]. Soetjipto, B.E. 2010, Pembelajaran Kooperatif dan Beberapa Hasil Penelitian Ekonomi Dan Manajemen. Jurusan Manajemen FE
UM.
[17]. Sudjana, N. 2013. Dasar-dasar Proses Belajar. Bandung: Sinar Baru Bandung
[18]. Syafitri, E.M. 2014. Peningkatan Hasil Belajar Dan Self Esteem Siswa Ada Mata Pelajaran Pelayanan Kepada Pelanggan Melalui
Peneraan Kolaborasi Model Pembelajaran Fan N Pick Dengan Carousel Feedback. Malang: Universitas Negeri Malang
[19]. Syah, M. (2010) Psikologi Pendidikan Dengan Pendekatan Baru. Bandung: PT Rosdakarya.

The Implementation of Cooperative Learning Model Rally Robbin And Fan-N-Pick To Improve Students’ Self Esteem And Learning Outcomes

More Related Content

What's hot (20)

Similar to The Implementation of Cooperative Learning Model Rally Robbin And Fan-N-Pick To Improve Students’ Self Esteem And Learning Outcomes (20)

Recently uploaded (20)

The Implementation of Cooperative Learning Model Rally Robbin And Fan-N-Pick To Improve Students’ Self Esteem And Learning Outcomes