Improving Fourth-Grade IPAS Achievement Through Time Token Cooperative Learning: A Two-Cycle Classroom Action Study

Abstract

Low participation and uneven opportunities to speak can restrict concept development in elementary integrated science and social studies (IPAS). This classroom action study examined whether a Time Token cooperative learning model improved fourth-grade students' achievement and classroom participation. The participants were 28 students at SDN 02 Tilamuta, Gorontalo Province, Indonesia. The intervention was implemented through two iterative cycles of planning, action, observation, and reflection. Achievement was measured at baseline, Cycle I, and Cycle II using teacher-developed classroom tests, while affective and psychomotor participation were recorded with observation rubrics. The original score matrix was reanalysed using descriptive statistics, the Friedman test, Wilcoxon signed-rank comparisons with Holm adjustment, Cochran's Q, exact McNemar tests, and rank-based effect sizes. Mean achievement increased from 47.14 at baseline to 58.93 in Cycle I and 80.71 in Cycle II. Mastery at the school criterion of 75 rose from 25.0% to 53.6% and 89.3%. The overall change was statistically significant, Friedman chi-square(2) = 24.40, p < .001, Kendall's W = .436. The baseline-to-Cycle I contrast was not significant after adjustment, whereas Cycle I-to-Cycle II and baseline-to-Cycle II improvements were significant. The results indicate that improvement emerged mainly after reflective refinement of the second cycle. Because the study lacked a control group and used short, non-equivalent classroom tests, the findings support local instructional improvement rather than a causal effectiveness claim.