Penelitian ini bertujuan untuk meningkatkan hasil belajar IPS pada materi proklamasi kemerdekaan Indonesia pada subjek Penelitian Tindakan Kelas (PTK) kelas V-A SDN 001 Tarakan. Berdasarkan hasil observasi ditemukan adanya permasalahan, yaitu 1) Siswa kurang memperhatikan penjelasan guru, 2) Guru kurang variatif dalam kegiatan belajar mengajar, 3) Siswa tidak berani bertanya dalam kegiatan belajar mengajar sehingga terkesan pasif, 4) Pembelajaran berpusat pada guru. Penelitian ini dilaksanakan dalam dua siklus, masing-masing terdiri dari Perencanaan, Pelaksanaan Tindakan, Observasi dan Refleksi. Teknik pengumpulan data yang digunakan adalah tes dan non tes. Instrumen Penelitian yang digunakan adalah tes hasil belajar, lembar observasi afektif, lembar observasi psikomotorik, lembar pengamatan aktivitas guru dan lembar pengamatan aktivitas belajar siswa dalam proses pembejaran. Presentase ketuntasan belajar secara klasikal pada siklus I sebesar 83% meningkat menjadi 94% pada siklus II, pada ranah afektif dari 80% pada siklus I menjaadi 100% di siklus II, selanjutnya untuk ranah psikomotorik dari 80% pada siklus I menjadi 100% pada siklus II, sedangkan observasi aktivitas siswa pada siklus I dengan rata-rata 69 pada kategori baik meningkat menjadi 78 pada kategori baik pada siklus II dan observasi aktivitas guru pada siklus I dengan rata-rata 75 pada ketegori baik menjadi 95 dengan ketegori baik sekali pada siklus II.
Kesimpulan dari penelitian tindakan kelas ini adalah model Cooperative Learning berbantuan media audio visual pada pembelajaran IPS materi proklamasi kemerdekaan Indonesia di kelas V-A SDN 001 Tarakan dapat meningkatkan hasil belajar siswa.

Kata Kunci:Hasil Belajar, IPS, Model Cooperative Learning, Media Audio Visual

This research aims to improve students’ achievement in learning IPS especially for the proclamation of Indonesian independence to the subject of this classroom action research (CAR) at the V-A class in SDN 001 Tarakan. Based on the result of observation, it is found that the students’ problems are: 1) Students’ attention to the teacher are low, 2) The teacher is using limited variation in teaching and learning process, 3) Students are afraid to ask in the process of teaching and learning so they become passive, 4) The process of teaching and learning is centered by the teacher. The research is conducted in two cycles. Each cycle consists of planning, implementing, observing and reflecting. Techniques of data collection that are used are test and non test. Instruments that are used are test of learning achievement, sheet of affective assessment, sheet of psychomotor assessment, sheet of teacher observation and sheet of student observation. The percentage of students’ completeness in cognitive aspect is 83%, and having an improvement in cycle II, that is 94%. In affective aspect, in cycle I, the percentage of students’ completeness is 80% and becomes 100% in cycle II. Next, in psychomotor aspect in cycle I, the percentage of students’ completeness is 80%, and becomes 100% in cycle II. In addition, the average of activities in students’ observation in cycle I is 69 which is in good category and having an improvement becomes 78 which is in good category in cycle II and the average of activities in teachers’ observation in cycle I is 75 which is in good category becomes 95 which is in very good category in cycle II. The conclusion of this classroom action research is by using cooperative learning model with audio visual media assisted in learning IPS especially for the proclamation of Indonesian independence at the V-A class in SDN 001 Tarakan can improve the result of students’ achievement. Keywords: Learning Achievement, IPS, Cooperative Learning Model, Audio Visual Media