International Journal of Formal Education

Volume: 01 Issue: 05 | 2022

ISSN: 2720-6874
www.academiczone.net

INCREASING STUDENTS’ MOTIVATION AND GEOGRAPHY

LEARNING OUTCOMES THROUGH PQ4R STRATEGY BASED ON
CROSSWORD PUZZLE

Suhadi Rahman1, Erianjoni2

1
Student of Master Program of Geography Education, Universitas Negeri Padang (UNP), Indonesia
2
Lecturer of Study Program of Sociology Education, Universitas Negeri Padang (UNP), Indonesia
Email: [email protected]
Abstract Keywords:
Education is a long life need. Every human being needs education, Learning, Education System, PQ4R,
when and wherever he is. Education is very important because without Crossword Puzzle, Geography.
human education it will be difficult to develop and even be retarded.
Education is a conscious endeavor and aims to develop quality. The
definition of education according to the Law (UU) of the National
Education System No. 20/2003 is a conscious and planned effort to
create a learning atmosphere and learning process so that students
actively develop their potential to have religious-spiritual strength,
self-control, personality, intelligence, noble character, and skills
needed by themselves, society, nation, and state. With education, it is
hoped that humans will know all the advantages that have the potential
for a better quality of life than before. Based on the findings obtained,
it can be concluded that learning outcomes are the abilities possessed
by students after receiving their learning experiences and these results
can be used by teachers to be used as measures or criteria in achieving
an educational goal and this can be achieved if students understand
learning with accompanying learning by changing behavior for the
better.

INTRODUCTION
One of the problems faced by the world of education is the problem of the weakness of the learning
process. In the learning process, children are less encouraged to develop thinking skills. The learning
process in the classroom is directed at the child's ability to memorize information, the child's brain is
forced to remember, and hoard various information without being required to understand the information
it remembers and relate it to everyday life, so students tend to be passive in learning activities. According
to Slameto (2010) in learning activities, many things will be a factor supporting the success or failure of
the learning activities carried out. Among these factors are: family background, motivation, curriculum,
learning methods or strategies, student learning discipline, quality of teaching staff, media used during
learning, learning environment, and others. The teaching and learning process that involves teachers,
students, methods, or strategies must be able to complement each other and work together in harmony.

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 International Journal of Formal Education
Volume: 01 Issue: 05 | 2022
ISSN: 2720-6874
www.academiczone.net
The learning developed by the teacher must have a very large influence on the success and
excitement of learning. The selection of learning models and methods that are by the objectives of the
curriculum and the potential of students are basic abilities and skills that must be mastered by a teacher.
The accuracy of a teacher in using a model or method can get maximum results in learning. To achieve
maximum results, a teacher must have the ability to teach well and effectively so that it is easier for
students. According to Slameto (2010), effective teaching is teaching that can bring effective student
learning as well. Learning here is an activity of seeking, finding, and seeing the subject matter. Students
try to solve problems including the opinion that if someone has motor skills or can create something,
then he has generated a problem and found a conclusion. To overcome the existing problems, an
appropriate and interesting learning strategy is needed. One of the learning strategies applied is to use
the Preview, Question, Read, Reflect, Recite, Review (PQ4R) learning strategy in crossword puzzle-
based geography learning. The PQ4R learning strategy is a strategy used to help students remember
what they read (Trianto, 2007). By applying the above learning strategies, it is hoped that it can create a
learning process where students can learn by remembering information from reading material and can
help teachers to activate students' abilities in understanding a subject matter so that students can be active
in learning activities and can relate lessons. that has been studied with the knowledge already possessed.
METHODS
This plan of findings is a description of the real steps that will be taken in action. Four stages will
be passed in the findings of the action, namely planning, implementation, observation, and reflection.
The flow of the design findings can be seen in Fig 1 below.

Planning

Reflection CYCLE 1 Planning

Observation

Planning

Reflection CYCLE II Planning

Observation
If it does not reach the success criteria, proceed to cycle 3

Fig 1. Classroom Action Findings. Source: (Susilo, 2010)

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 International Journal of Formal Education
Volume: 01 Issue: 05 | 2022
ISSN: 2720-6874
www.academiczone.net
LITERATURE REVIEW FINDINGS
1. Learning outcomes
Learning in a broad sense can be interpreted as a psychophysical activity leading to complete
personal development (Sardiman, 2020), as stated by Hariyanto (2011) that learning is a learning effort
to develop the whole personality, both physically and psychologically. Learning is also intended to
develop all aspects of intelligence so that students become complete human beings, intelligently,
emotionally intelligent, psychomotor intelligent, and have skills that are useful for their lives.
Learning is also a change in behavior as a result of the interaction of individuals with their
environment in meeting their needs. Santrock & Yussen (1992) defines learning as a relatively
permanent change due to experience. Furthermore, Sugihartono et al (2013) define learning in two
senses. First, learning is a process of acquiring knowledge, and second, learning is a relatively lasting
change in the ability to react as a strengthened exercise. Abdillah & Hartono (2015) argues that the
principles of learning that must be considered by a teacher in designing learning methods are as follows:
the principle of practice or practice, the principle of association or linking, the principle of effect or
effect, the principle of readiness or readiness to learn, the principle of appreciation or learning objectives,
The principle of gradual sequence or sequence, the principle of respect for the individual or
individualization, the principle of adequate learning opportunities, the principle of immediate known
results or evaluation, and the principle of context. In preparation for learning, it is necessary to have the
desire and potential of each individual to feel ready to learn. In the learning process, motivation,
interests, and talents are needed so that the learning process becomes a fun thing. Meanwhile, after
learning, it is necessary to give an evaluation to measure the extent to which the learning process can be
applied in life.
From some of the definitions above, learning is a change in behavior that is formed due to the
experience and knowledge possessed by a person. The experience is obtained from interaction with the
environment and through the knowledge obtained. From the explanation above, learning is a behavior
change. The characteristics of these behavioral changes are changes that occur consciously (Slameto,
2003), this means that someone who learns will be aware of the change, or at least he will feel that there
has been a change in himself. Changes in learning are continuous and functional. As a result of learning,
changes that occur in a person take place continuously, not statically. One change that occurs will cause
the next change and will be useful for the next life or learning process, and changes in learning are
positive and active. In the act of learning, these changes always increase and are aimed at getting
something better than before.
Assessment of the process and learning outcomes learning is the implementation of Government
Regulation (PP) Indonesia No. 19/2005 on “National Education Standards (SNP)”. The determination
of SNP has implications for educational assessment models and techniques. Planning for process
assessment as well as learning and learning outcomes includes external and internal assessments.
In the learning process, there must be a goal to be achieved, there are several things that become
the goal in learning. Classification of learning outcomes according to Bloom (Sudjana, 2010; Suasti et
al., 2018), namely: 1) Cognitive domain, about intellectual learning outcomes consisting of six aspects
which include knowledge, understanding, application, analysis, synthesis, and evaluation; 2) Affective
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 International Journal of Formal Education
Volume: 01 Issue: 05 | 2022
ISSN: 2720-6874
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domain, about an attitude which consists of five aspects which include acceptance, response, assessment,
organization, and internalization; and 3) Psychomotor domain, about learning outcomes in the form of
skills and the ability to act, covering six aspects, namely reflex movements, basic movement skills,
perceptual abilities, accuracy, complex skills, and expressive and interpretative movements.
Based on the above understanding, it can be concluded that learning outcomes are abilities
possessed by students after they receive their learning experiences and these results can be used by
teachers to be used as measures or criteria in achieving an educational goal and this can be achieved if
students already understand learning is accompanied by a change in behavior for the better.
2. Geography learning
Geography is a science to supports life throughout life and encourages the improvement of life.
The field of study of geography covers the earth, the aspects and processes that shape it, the causal and
spatial relationships of humans with the environment, and human interactions with places. As an
integrative discipline, geography combines the dimensions of the physical realm with the human
dimension in studying human existence and life in places and their environment (Nova et al., 2020;
Chandra et al., 2021; Hermon et al., 2021).
The essence of geography as a science is always looking at the whole phenomenon in space, by
paying close attention to each aspect that is a component of the whole. natural and human factors that
shape the spatial integration in the area concerned. Symptoms of interrelation, interaction, and spatial
integration are the essence of the main framework in geography and geographical studies (Nursing,
1981; Putra, 2010; Chandra et al., 2019). Geography is a study of the symptoms and characteristics of
the earth's surface and its inhabitants arranged by location and tries to explain the interaction between
these phenomena and characteristics.
Geography learning is learning about the spatial aspects of the earth's surface which is a whole
symptom of nature and human life with regional variations. Geography learning is learning about the
nature of geography that is taught in schools and adapted to the level of mental development of children
at each level of education (Sumaatmadja, 2001). Based on PERMENDIKNAS No.22/2006 concerning
"Standard Content (SI)", learning geography builds and develops students' understanding of the
variations and spatial organization of society, places, and the environment on the face of the earth,
students are encouraged to understand the physical aspects and processes that make up the pattern of the
face. the earth, the characteristics and spatial distribution of the ecology on the earth's surface. In
addition, students are motivated actively and creatively to examine how culture and experience influence
human perceptions of places and regions. responsibility in dealing with social, economic, and ecological
problems.
3. Learning motivation
To understand the concept of motivation, it can be seen from the notion of motivation based on its
origin, namely motive means a condition or condition in a person or organism that causes readiness to
start or continue the behavior. While the notion of motivation is a process to activate the motive into
action or behavior to meet or satisfy needs.
Sudjana (2005) explains that motivation is a force that drives individual activities, and conditions

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 International Journal of Formal Education
Volume: 01 Issue: 05 | 2022
ISSN: 2720-6874
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within individuals that encourage or move individuals to carry out activities to achieve goals. Like
learning motivation, the urge that exists in students to achieve maximum learning outcomes. Students
will make various efforts to get satisfactory results if they have high motivation. This agrees with
Suryabrata (2002) who explains that motivation is a state in a person's personality that encourages people
to carry out certain activities to achieve goals. In addition, Winkel (2005), states that learning motivation
is the overall psychic driving force in students that causes learning activities to achieve a goal. In line
with the opinion above, Sardiman (2020), explains that learning motivation is all the driving forces
within students that lead to learning activities that ensure the continuity of learning activities that provide
direction to learning activities so that the goals desired by the learning subject can be achieved. From
some of the opinions above, it can be concluded that learning motivation is the entire psychic driving
force that exists in individual students who can encourage to learn to achieve their goals of learning.
4. PQ4R learning strategies
Learning strategies according to Trianto (2009) are special actions taken by someone to make it
easier, faster, more enjoyable, easier to understand directly, more effective, and easier to transfer into
new situations. Meanwhile, according to Hamzah (2009), learning strategies are ways that are used by
teachers to choose learning activities that will be used during the learning process. The selection is based
on consideration of the situation and conditions, learning resources, needs, and characteristics of the
students faced in order to achieve certain learning objectives. The chosen strategy must also be able to
increase student learning interest. The PQ4R strategy is a method introduced by El Thomas and Ha
Robinson (Trianto, 2009) this strategy is based on directed steps, which must be carried out in this PQ4R
strategy are:
Table 1 Steps of learning modeling and implementation of PQ4R learning strategies
The steps Teacher Activity Student Activity
1. Provide Quickly skimming to find the
reading material for students to read main idea/learning objectives to
Step 1
2. be achieved
(Preview)
Informing students how to find the main
idea / learning objectives to be achieved
1. Informing students to 1. Pay attention to
pay attention to the meaning of reading the teacher's explanation
Step 2 2. Give assignments to 2. Answering the
(Question) students to make questions from the questions he has made
main ideas found by using the words
what, why, who and how
Give assignments to students to read Read actively while responding
Step 3
and respond/answer questions that have to what has been read and
(Read)
been prepared previously answering questions made.
Simulating the material in the reading Trying to solve problems from
Step 4
the information provided by the
(Reflect)
teacher with knowledge that has

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 International Journal of Formal Education
Volume: 01 Issue: 05 | 2022
ISSN: 2720-6874
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The steps Teacher Activity Student Activity
been known through reading
Ask students to make a summary of all 1. Ask and answer
the discussions of the lessons they have questions
Step 5 learned today 2. View previously created
(Recite) notes/digests
3. Make the gist of the
whole discussion
1. Assigning students to read the 1. Reading the gist of what
summary they made from the details of he has made
Step 6 the main ideas in their minds 2. Re-read students' reading
(Review) 2. Ask students to reread the material if they are still not sure
reading material, if they are still not of the answers they have made.
sure of the answer.
Data Source: Trianto, (2007).
According to Trianto (2007) Learning by applying to learn, strategies is guided by the premise
that the success of students depends a lot on their ability to learn on their own and to monitor their
learning. In learning with the application of the PQ4R learning strategy, the activities that will be carried
out by the teacher fulfill the steps as shown in Table 2 below.
Table 2. The steps for implementing PQ4R strategy learning.
No Teacher Activity Activity
1. In carrying out the Teaching and Learning Process
the teacher informs the learning objectives orally and
Introduction (15 minutes)
writes the TPK
1. Delivering learning
2. The teacher reminds the previous materials that
objectives
1 are relevant to the material to be delivered
2. Linking the lessons to be
3. The teacher motivates students by showing
learned
visualized phenomena. For example, in studying
3. Motivate students
ecosystems (through charts) and asking students what
components are in the picture.
1. Before the implementation of teaching learning
Core activities (100 strategies, the teacher presents a brief overview of the
minutes) material to be studied
1. Presenting material 2. The teacher models the PQ4R learning strategy
2 2. PQ4R learning strategy skills step by step in each stage by using a little reading
3. Modeling material
4. Guided training 3. Students under the guidance of the teacher
5. Feedback perform PQ4R strategy skills by working on student work
papers.

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4. In the feedback stage, the teacher gives some
questions to the students for them to answer. The teacher
appoints some students.
1. The teacher and students summarize the subject
matter by reading the conclusions that have been made
Closing (20 minutes)
classically.
1. Summarizing
3 2. The teacher provides independent exercises for
lessons
students to read the continuation of the contents of the
2. Follow-up
reading in the student's book by using the PQ4R learning
strategy skills
Data Source: Trianto, (2007).
From the steps of the PQ4R learning strategy that have been described above, it can be seen that
this learning strategy can help students understand the learning material, especially the more difficult
material, and help students to concentrate longer.
So far there is no single strategy that is considered the best because whether or not the model or
strategy used depends on the learning objectives to be achieved. According to Agustina, W. (2019), the
following are the advantages of the PQ4R strategy, namely: 1) Suitable for large and small classes; 2)
Can be used for materials containing facts, precepts, pillars or principles, and definitions; 3) This strategy
is easy to use when students have to learn material that tests cognitive knowledge; 4) This strategy is
suitable for starting learning so that students will focus their attention on the terms and concepts that
will be developed and those related to the subject to be later developed into a more concise concept or
thought chart; and 4) This strategy allows students to learn more actively, because it provides
opportunities for self-development, and is expected to be able to solve their problems by finding and
working on their own. In addition to having advantages, the PQ4R strategy also has several weaknesses,
namely: 1) If PQ4R is used as a learning strategy in every subject matter, the teacher will find it difficult
to control student activities and success; 2) This PQ4R strategy is one way to help students with directed
reading techniques consisting of regular steps that can only be used on the material in the form of
textbooks, text substance, or discourse. This is reinforced by the opinion of Fatmawati, & Hidayati
(2018). that: "To be able to improve student learning outcomes, appropriate strategies are needed, one
of which is the PQ4R learning strategy, it's just that the use of this strategy needs to be paid attention to
on subjects that count on reasoning so this strategy is not appropriate to use"; 3) In implementing it, it
takes a long time so that the teacher is difficult to adjust it to the specified time; and 4) Demanding
teachers to master the material more broadly than the standards that have been set.
5. Crossword Puzzle
A crossword puzzle is a game with a rectangular template consisting of a collection of black and
white boxes and equipped with two lanes, namely horizontally (a collection of squares forming one row
and several columns) and descending (a collection of squares forming one column and several rows).
To complete this game, all the white boxes must be filled with the available words in the existing word
set.
A crossword puzzle is a game where students have to fill in empty spaces (in the form of black

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and white boxes) with letters in the form of a word based on the instructions or questions given. The
clues or questions are usually divided into 'level' and 'downhill' categories depending on the direction of
the words to be filled. As stated by Cahyo (2011): Crossword puzzles are one of the most popular brain
teasers for many people. Not only for adults, but it is also beneficial for children, especially to hone their
left-brain skills. In crossword puzzles, players must fill in the blank spaces (in the form of white squares)
with letters that form a word based on the instructions given. The instructions are divided into "flat" and
"downhill" categories depending on the words that must be filled in. This type of crossword puzzle
learning can stimulate the cognitive aspects of students, namely the intellectual abilities of students in
thinking, knowing, and solving problems. To solve each crossword puzzle, students must be able to
identify and understand the terms used, and students' skills in making conclusions and evaluating
choices.
As for how to make a crossword puzzle, the teacher first asks students to prepare the necessary
materials, such as cardboard, ruler, pencil, ballpoint, marker, and eraser. As for writing keywords,
terminology, or names related to the subject matter that has been taught. The steps in making a crossword
puzzle. 1) Determine the size of the grid. When creating a standardized official crossword puzzle, certain
measurements must be followed. However, if you want to make a regular crossword game, you can use
any size; 2) Make a list of words for the crossword puzzle. Usually, have to choose words according to
the theme of the crossword puzzle; and 3) Write the words in the grid. This step may feel as challenging
as solving a crossword puzzle.
After writing down the words, close the boxes that are not used. 1) Many crossword puzzlers give
you the words automatically. All you have to do is determine the size of the crossword and enter a list
of words and clues; 2) Put a number in each box at the beginning of the word. Start from the top left
corner of the crossword puzzle, and group the words by horizontal or descending, so you have to write
1 down, and 1 horizontally, and so on. This step is also quite complicated, so many people prefer to use
software instead of completing it manually. If you use a crossword puzzler, the scoring will be set
automatically; 3) Make a copy of the crossword puzzle. This time, the starting box for each word has
been numbered, but the fill box is empty. If you make crossword puzzles manually, the energy expended
may be quite a lot, but by using a crossword maker tool, you don't have to solve it yourself. Save the
completed crossword as the answer key. We can make as many copies of the crossword as possible; 4)
Start with fairly clear instructions. These are referred to as direct leads and are generally the easiest to
create and complete; 5) Create more challenging puzzles by providing indirect hints. These clues usually
contain some kind of metaphor or should be thought about more broadly; 6) Give vague clues. These
clues are common in specially designed crossword puzzles, but when given in a typical crossword
puzzle, they usually end with a question mark. These clues can be solved using puns, and usually have
to be thought about over and over again. There are many different types of cryptic clues in crossword
puzzles. Cryptic clues are puns; 7) Reversals that must be completed by solving cryptic clues and
flipping the answer; 8) A palindrome is a phrase that reads the same either from the front or the back or
up and down. Such clues must be solved by looking for an anagram that is the answer to the cryptic clue;
9) Arrange the clues in the form of a sequential list. Mark with numbers where they are in the crossword
puzzle. Sort the clues horizontally and descend from the smallest to the largest number; 10) Arrange the
clues in the form of a sequential list. Mark with numbers where they are in the crossword puzzle. Sort

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the clues horizontally and descend from the smallest to the largest number; 11) Use one of the official
sizes. Simon & Schuster was the first publisher of crossword puzzles, and they introduced the official
standard used by professional crossword puzzles. One of these standards is that the crossword grid must
have a size of one of the following options: 15×15, 17×17, 19×19, 21×21, or 23×23. the crossword is
difficult; 12) Make sure your chart has half-round symmetry; 13) Avoid short words. Two-letter words
should not be used, and three-letter words should be used sparingly; 14) Use reference words. With a
few exceptions, the words in crossword puzzles must be in dictionaries, atlases, literary works,
textbooks, calendars, and so on; 15) Use each word only once; 16) Count the longest letters in the
crossword puzzle. One of the markers of a good crossword puzzle is that the longest word is the one that
most closely relates to the theme. Not all crosswords have a theme, but most good crosswords have one.
The advantages of the crossword puzzle strategy in the learning process include 1) Through the
crossword puzzle strategy, students have more or less raised the spirit of learning and self-confidence in
each student. Because this strategy can spur students to further explore the concepts of the material being
taught to produce a high sense of curiosity and confidence; 2) Through the application of this crossword
puzzle strategy, students learn to further explore their potential and can appreciate the talents that God
has bestowed on them. In addition, students also learn to appreciate the advantages and disadvantages
of each; and 3) This strategy is very effective because it can increase students' creative thinking and
creativity in the form of interactions between students and teachers and between students and other
students.
This interaction is more dominated by the interaction between students and students while the
teacher only acts as a moderator. 1) Overall this strategy can create a fun learning process which in the
end is expected to increase the interest and motivation of students; and 2) The competitive nature of the
crossword puzzle game can encourage students to compete to advance. Based on some of the opinions
above, the researcher can conclude that the crossword puzzle is a game that can be used as a good and
fun learning strategy without losing the essence of ongoing learning, it can even involve active student
participation, and raises the spirit of learning and self-confidence in students. every student. Because
this strategy can spur students to further explore the concepts of the material being taught so that students
can think creatively to produce a product.
CONCLUSIONS
Based on the findings obtained, it can be concluded that students are encouraged to understand the
physical aspects and processes that make up the pattern of the earth's surface, through learning
geography to build and develop students' understanding of variations and spatial organization of people,
places, and environments on the earth's surface. To achieve the learning outcomes that students have,
several strategies are needed, as for the strategies used to achieve learning outcomes. The PQ4R learning
strategy can help students understand learning material, especially more difficult material, and help
students to concentrate longer. Crossword puzzle games can be used as a good and fun learning strategy
without losing the essence of learning, students are active, and can bring up the spirit of learning and
self-confidence. After receiving the learning experience and the results can be used by the teacher to be
used as a measure or criterion in achieving an educational goal and this can be achieved if students
understand learning accompanied by changes in better behavior.

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