The effectiveness of the Student Facilitator and Explaining (SFAE) model in improving fifth-grade students’ social studies learning outcomes
Downloads
This study examined the effectiveness of the Student Facilitator and Explaining (SFAE) model in improving social studies learning outcomes among fifth-grade elementary school students. The study employed a quasi-experimental design involving an experimental group taught using the SFAE model and a control group taught using conventional methods. Data were collected using a learning outcome test, student activity observation sheets, and a short interview guide. Quantitative data were analyzed using prerequisite tests and a t-test, while observational and interview data were analyzed descriptively. The findings showed an improvement in students’ social studies learning outcomes following the implementation of the SFAE model. The mean posttest score reached 76.59, with 86.36% of students achieving the minimum mastery criterion. Classroom observations also indicated active student participation during the learning process, particularly in attending to instruction and completing learning activities. Overall, the findings suggest that the SFAE model can support social studies learning outcomes by providing students with opportunities to actively engage with and explain learning material to their peers. However, given the study’s limited sample and single-school setting, the findings should be interpreted within the context of this study.
Downloads
Afrilihadi, A. R., Permatasari, B. D., Ibrahim, M. M., Japar, M., & Kardiman, Y. (2025). Strategi role playing untuk meningkatkan kemampuan berpikir kritis dalam pembelajaran pendidikan Pancasila. PARAMETER: Jurnal Pendidikan Universitas Negeri Jakarta, 37(1), 46–63. https://doi.org/10.21009/parameter.371.04
Boke, H., Aygun, Y., Tufekci, S., Yagin, F. H., Canpolat, B., Norman, G., Prieto-González, P., & Ardigò, L. P. (2025). Effects of cooperative learning on students’ learning outcomes in physical education: A meta-analysis. Frontiers in Psychology, 16, 1508808. https://doi.org/10.3389/fpsyg.2025.1508808
Brata, D. P. N., Utomo, E. S., & Farhan, A. (2023). Developing students’ 4C skills (communication, collaboration, creativity, critical thinking): Psychomotor assessment techniques in visionary schools. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 15(2), 1127–1138. https://doi.org/10.37680/qalamuna.v15i2.3900
Chicaiza, C. G. C., & Luna, M. M. G. (2025). The effectiveness of total physical response in vocabulary learning for a1 students: A literature review. Religación, 10(46), e2501450. https://doi.org/10.46652/rgn.v10i46.1450
Crawford, J. A., Filback, R. A., & Noguera, P. A. (2025). Voices in education: Bolstering social studies education and revitalizing democracy through action civics. The Teacher Educator, 60(1), 138–150. https://doi.org/10.1080/08878730.2024.2421891
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publication.
Dewi, N. W. R., & Bayu, G. W. (2024). Model Student Facilitator and Explaining (SFE) meningkatkan hasil belajar IPA siswa sekolah dasar. Jurnal Penelitian Dan Pengembangan Sains Dan Humaniora, 8(2), 143–150. https://doi.org/10.23887/jppsh.v8i2.78386
Farid, A., Supadi, S., & Santosa, H. (2024). Internalization management of character education value based on multicural at SMP Labschool Jakarta. International Journal of Multicultural and Multireligious Understanding, 11(8), 208–236. https://ijmmu.com/index.php/ijmmu/article/view/5845
Feyza, N. E., & Seyda, S. Y. (2023). 21st century skills and learning environments: ELT students perceptions. Educational Research and Reviews, 18(6), 114–128. https://doi.org/10.5897/ERR2023.4332
Firdianti, D. G., Subhanadri, S., & Dani, R. (2025). Student participation and achievement through student facilitator and explaining model. Academia Open, 10(2), 10–21070. https://doi.org/10.21070/acopen.10.2025.12065
Galán-Cherrez, N. M., García-Córdova, F. J., Albán-Defilippi, M. T., & Villao-Villacres, F. R. (2023). Método de respuesta física total (TPR) con entrenamiento funcional en el aprendizaje del inglés entre estudiantes universitarios en Guayaquil. RICEAFS. Revista de Investigación En Ciencias de La Educación, Actividad Física y Salud, 1(1), 11–20. https://doi.org/10.64905/riceafs.v1.n1.4gg4cx72
Gamuza, R. A., Lachica, R. L., & Bautista, M. A. (2025). Teachers’ self-efficacy and performance. International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence (IMJRISE), 2(6), 399–411. https://doi.org/10.5281/zenodo.15647894
Giannoukos, G. (2024). Main learning theories in education. European Journal of Contemporary Education and E-Learning, 2(5), 93–100. https://doi.org/10.59324/ejceel.2024.2(5).06
Hemtasin, C., See-Onjan, C., & Payoungkiattikun, W. (2026). Designing a phenomenon-based learning boxset to foster scientific literacy in under-resourced schools. Social Sciences & Humanities Open, 13, 102601. https://doi.org/10.1016/j.ssaho.2026.102601
Hidayah, K., Syafitri, B., Wulandari, N., & Wenda, D. (2025). Strategi belajar efektif untuk meningkatkan prestasi akademik siswa. STRATEGY : Jurnal Inovasi Strategi Dan Model Pembelajaran, 5(3), 311–320. https://doi.org/10.51878/strategi.v5i3.6695
Jamaludin, G. M., & Marini, A. (2022). Model pembelajaran student facilitator and explaining untuk meningkatkan hasil belajar IPA di sekolah dasar. Jurnal Educatio FKIP UNMA, 8(4), 1483–1488. http://www.ejournal.unma.ac.id/index.php/educatio/article/view/3698
Junanah, S., Safitri, N., & Farhurahman, O. (2024). Penerapan media visual untuk meningkatkan hasil belajar siswa pada pembelajaran IPS di sekolah dasar. Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial, 3(1), 74–84. https://doi.org/10.61132/nakula.v3i1.1450
Kistian, A. (2023). Efektifitas model pembelajaran Student Facilitator and Explaining (SFAE) terhadap hasil belajar IPS siswa kelas V SD Negeri Krueng Itam Kabupaten Nagan Raya. Jurnal Binagogik, 10(1), 246–255. https://ejournal.uncm.ac.id/index.php/pgsd/article/view/695
Kobayashi, K. (2024). Interactive learning effects of preparing to teach and teaching: A meta-analytic approach. Educational Psychology Review, 36(1), 26. https://doi.org/10.1007/s10648-024-09871-4
Letuka, M., & Mokhothu, K. G. (2025). Developing strategies to improve students’ performance in the module “introduction to classroom research” at a university of technology. International Journal of Educational Innovation and Research, 4(2), 250–269. https://doi.org/10.31949/ijeir.v4i2.15084
Mandar, Y., & Sihono, S. (2025). Implementasi teori konstruktivisme dalam PAI: Kajian teori Jean Piaget dan Jerome Bruner. Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah, 10(1), 223–237. https://ejournal.iainurru.ac.id/index.php/raudhah/article/view/829
Matital, D. R., Mahananingtyas, E., & Ritiauw, L. (2026). Controversial issue learning model: Social studies learning outcomes at elementary school. ETDC: Indonesian Journal of Research and Educational Review, 5(2), 953–968. https://doi.org/10.51574/ijrer.v5i2.4386
Mustikasari, I., Supandi, S., & Damayani, A. T. (2019). Pengaruh model Student Facilitator and Explaining (SFAE) terhadap kemampuan berpikir kritis. Jurnal Ilmiah Sekolah Dasar, 3(3), 303–309. https://doi.org/10.23887/jisd.v3i3.19455
Novitasari, N., Sudarmin, S., Wardani, S., Setiawan, D., & Waluyo, E. (2023). The effect of using The SFAE learning model of IPS subject on increasing school elementary students learning outcomes. International Journal of Active Learning, 8(2), 87–91. https://journal.unnes.ac.id/nju/ijal/article/view/44804
Okatafianti, A. A., & Purnomo, H. (2025). Analisis kesulitan siswa dalam belajar operasi perkalian matematika kelas IV SD Lemah Rubuh. Jurnal Ilmiah Widya Pustaka Pendidikan, 13(a), 247–257. https://jiwpp.unram.ac.id/index.php/widya/article/view/362
Paramole, O. C., & Adeoye, M. A. (2024). Reassessing standardized tests: Evaluating their effectiveness in school performance measurement. Curricula: Journal of Curriculum Development, 3(2), 217–234. https://doi.org/10.17509/curricula.v3i2.74535
Pramusinta, Y., & Dewi, A. Y. (2023). Exploring communication skills and student learning outcomes through Student Facilitators and Explaining (SFAE) learning model. Jurnal Ilmiah Sekolah Dasar, 7(2), 293–301. https://doi.org/10.23887/jisd.v7i2.52831
Putra, F. G., Meriyati, M., Safitri, V. I., Nursa’idah, W., Putri, D., Mistasari, N., Isnaini, M., Widyawati, S., & Putra, R. W. Y. (2021). The influence of Student Facilitator and Explaining (SFAE) learning model viewed from social skills in improving students’ mathematical representation ability. Journal of Physics: Conference Series, 1796(1), 012074. https://doi.org/10.1088/1742-6596/1796/1/012074
Qiptiyah, T. M. (2024). Teori perkembangan kognitif anak (Vygotsky). Childhood Education: Jurnal Pendidikan Anak Usia Dini, 5(1), 204–220. https://doi.org/10.53515/cej.v5i1.5894
Rigopouli, K., Kotsifakos, D., & Psaromiligkos, Y. (2025). Vygotsky’s creativity options and ideas in 21st-century technology-enhanced learning design. Education Sciences, 15(2), 257. https://doi.org/10.3390/educsci15020257
Salmon, A. K., & Barrera, M. X. (2021). Intentional questioning to promote thinking and learning. Thinking Skills and Creativity, 40, 100822. https://doi.org/10.1016/j.tsc.2021.100822
Silaban, D., & Hendrawan, D. (2022). Pendekatan taktis dalam upaya meningkatkan keterampilan dasar futsal. Jurnal Mahasiswa Pendidikan Olahraga, 2(2), 82–94. https://doi.org/10.55081/jumper.v2i2.554
Trisnani, E. E. (2025). Strategi pembelajaran inkuiri terhadap hasil belajar IPS siswa madrasah ibtidaiyyah. Jurnal Studi Pendidikan Dasar, 2(1), 60–80. https://doi.org/10.54180/jsped.v2i1.519
Ulfa, M., Astutik, S., Susiati, A., Pangastuti, E. I., & Apriyanto, B. (2024). The influence of the Student Facilitator and Explaining (SFAE) learning model on critical thinking abilities and geography learning outcomes of high school students. RUKASI: Jurnal Ilmiah Perkembangan Pendidikan Dan Pembelajaran, 1(1), 41–53. https://doi.org/10.70294/j4hdq812
Valenzuela, J., Miranda-Ossandon, J., Muñoz, C., Precht, A., Del Valle, M., & Vergaño-Salazar, J.-G. (2024). Learning-oriented motivation: Examining the impact of teaching practices with motivational potential. PLOS ONE, 19(2), e0297877. https://doi.org/10.1371/journal.pone.0297877
Veine, S., Anderson, M. K., Skancke, L. B., & Wallin, P. (2023). Educating learning assistants as facilitators: Design challenges and experiences of practice. Journal of Experiential Education, 46(4), 491–512. https://doi.org/10.1177/10538259221147010
Wardah, B., & Arifin, M. Z. (2022). Penerapan model pembelajaran student facilitator and explaining untuk meningkatkan motivasi dan hasil belajar siswa XI IPS 2 SMA Negeri 1 Leuwiiliang. EDUKASIA: Jurnal Pendidikan dan Pembelajaran, 3(3), 709–726. https://doi.org/10.62775/edukasia.v3i3.185
Wati, E., Shaliha, D. D., Octaviana, F., Supriyadi, S., & Izzatika, A. (2024). Manajemen peserta didik sebagai upaya meningkatkan mutu pendidikan sekolah dasar. PEDAGOGIKA: Jurnal Pedagogik Dan Dinamika Pendidikan, 12(2), 247–262. https://doi.org/10.30598/pedagogikavol12issue2page247-262
Wibowo, S., Wangid, M. N., & Firdaus, F. M. (2025). The relevance of Vygotsky’s constructivism learning theory with the differentiated learning primary schools. Journal of Education and Learning (EduLearn), 19(1), 431–440. https://doi.org/10.11591/edulearn.v19i1.21197
Wulandari, I. (2022). Model pembelajaran kooperatif tipe STAD (student teams achievement division) dalam pembelajaran MI. Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar, 4(1), 17–23. https://doi.org/10.36232/jurnalpendidikandasar.v4i1.1754
Yu, H., Chen, Y., & Ismail, I. M. bin. (2025). From scaffolding to success: How instructor pedagogical support and collaborative classroom interaction drive scholastic motivation in programming education. Acta Psychologica, 259, 105289. https://doi.org/10.1016/j.actpsy.2025.105289
Zhang, D., Zhang, K., Chen, J., Shang, B., Su, Z., Wu, Q., Yang, L., Xie, L., & Lv, H. (2025). Enhancing peer teaching and psychological outcomes in medical education through structured formative assessment: a quasi-experimental study. Frontiers in Psychology, 16, 1710203. https://doi.org/10.3389/fpsyg.2025.1710203
Zhao, X. (2025). A review of total physical response. Literature Language and Cultural Studies, 101. https://doi.org/10.63313/LLCS.9016
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright publishing of the article shall be assigned to Harmoni Sosial: Jurnal Pendidikan IPS
 | Harmoni Sosial: Jurnal Pendidikan IPS by http://journal.uny.ac.id/index.php/hsjpi is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. |
ISSN Print
