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This true experimental study applies a Pretest-Posttest Control Group Design to examine whether a Cooperative Group Investigation model supported by flashcards improves Grade III science learning outcomes and critical thinking. Analysis uses independent-sample t-tests via SPSS 27, and results show significantly higher outcomes and critical thinking in the experimental class.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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problem motivates the study on science learning at SDN Kutorenon 01?","Question",{"text":63,"@type":64},"The study is motivated by suboptimal learning outcomes, weak critical thinking, teacher-centered learning, limited teaching material use, and reliance on less innovative models and media.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What learning model and media are tested in the research?",{"text":68,"@type":64},"The research tests a Cooperative Group Investigation type cooperative model assisted by flashcards, compared through a pretest-posttest control group design.",{"name":70,"@type":61,"acceptedAnswer":71},"How are learning outcomes and critical thinking measured and analyzed?",{"text":72,"@type":64},"Learning outcomes and critical thinking are measured using test instruments based on pretest and posttest scores, and analyzed with independent-sample t-tests using SPSS 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10.47191/ijcsrr/V8-i12-37, Impact Factor: 8.048  \nIJCSRR @ 2025  \nThe Effect of the Flashcard-Assisted Group Investigation Type Cooperative Model on Learning Outcomes and Critical Thinking of Grade III Students  \nin the IPAS Subject  \nImas Yohani1, Singgih Bektiarso2, Rusdhiyanti Wuryaningrum3  \n1,2,3 Faculty of Teacher Training and Education, University of Jember, Indonesia  \nABSTRACT: Problems faced in science learning at SDN Kutorenon 01 include suboptimal student learning outcomes, weak critical thinking skills, teachers being the center of learning, limited use of textbooks as teaching materials, and the use of less innovative learning models and media. Therefore, this study aims to examine the effect of the Cooperative Group Investigation Model accompanied by Flashcards on the learning outcomes and critical thinking of third-grade students in the subject of science. This study is an experimental study (True Experimental) using Pretest-Posttest Control Group Design with third-grade students of SDNKutorenon 01. The measuring instrument used is a test, which is expressed in the form of scores obtained from the results of the students' pretest and posttest. Data analysis uses a t-test or independent sample test with the help of SPSS 27 for Windows software. The results of the data analysis show that the learning outcomes and critical thinking of students in the experimental class are higher than those in the control class. This is supported by the hypothesis test calculations, which state that student learning outcomes reached a significance value (2-tailed) of 0.000 and critical thinking skills reached a significance value (2-tailed) of 0.000, both less than 0.05. This proves a difference in the average learning outcomes and critical thinking skills of students in the experimental and control classes. Thus, it can be concluded that the cooperative investigation-type group model assisted by flashcards has a significant influence on the learning outcomes and critical thinking skills of third-grade science students.  \nKEYWORDS: Critical Thinking, Flashcards, Group Investigation, Learning Outcomes.  \nINTRODUCTION  \nElementary education is essentially the initial stage in shaping a child's perspective on learning at school. At the elementary level, children not only transfer knowledge but also get used to thinking, behaving, and acting to form the foundation of their character in life. At the elementary level, meaningful, contextual, and enjoyable learning experiences need to be designed so that students not only understand concepts but are also able to relate them to real life. According to Rosiyani (2024), the subject of science and natural sciences is an important subject because it studies the universe and its contents and the events that occur within it, developed by experts based on scientific processes. Learning science and natural sciences is important to be learned from an early age with the hope that students can understand various things around them related to nature so that students can apply the knowledge from what they learn. The knowledge students gain through learning activities becomes a benchmark in their cognitive, affective, and psychomotor development. In other words, learning activities have a crucial role in shaping students' understanding of the material taught, with the hope that students will achieve satisfactory learning outcomes.  \nLearning outcomes are the results obtained by students in learning activities that include attitudes, knowledge and skills (Novita & Sundari, 2020) . Internal factors that influence learning outcomes are physical or bodily conditions, intelligence or intelligence, talents, interests and motivation. While external factors include the family environment, school environment such as school facilities, teachers, teaching methods and school culture. Based on the ","cbCaivQQ8hRhu5fR","https://ap.wps.com/l/cbCaivQQ8hRhu5fR","pdf",362562,"English","# Abstract\n# Introduction\n## Background of science education\n## Factors affecting learning outcomes\n## Critical thinking concept\n# Method\n## Research design\n## Participants and instruments\n## Data analysis\n# Results\n## Learning outcomes comparison\n## Critical thinking comparison\n# Conclusion","[{\"question\":\"What problem motivates the study on science learning at SDN Kutorenon 01?\",\"answer\":\"The study is motivated by suboptimal learning outcomes, weak critical thinking, teacher-centered learning, limited teaching material use, and reliance on less innovative models and media.\"},{\"question\":\"What learning model and media are tested in the research?\",\"answer\":\"The research tests a Cooperative Group Investigation type cooperative model assisted by flashcards, compared through a pretest-posttest control group design.\"},{\"question\":\"How are learning outcomes and critical thinking measured and analyzed?\",\"answer\":\"Learning outcomes and critical thinking are measured using test instruments based on pretest and posttest scores, and analyzed with independent-sample t-tests using SPSS 27.\"}]","The Effect of the Flashcard-Assisted Group Investigation Type Cooperative Model on Learning Outcomes and Critical Thinking of Grade III Students in the IPAS Subject | PDF"]