Improving Student Responses and Food-Ingredient Knowledge Outcomes through Snowball Throwing: Classroom Action Research at an Indonesian Vocational School
DOI:
https://doi.org/10.47239/s8ayhb36Keywords:
snowball throwing, cooperative learning, student response, chemistry learning outcomes, vocational educationAbstract
This classroom action research examined student responses and learning outcomes following the implementation of the snowball throwing cooperative learning model in Food Ingredient Knowledge at SMK Negeri 1 Kubu, Bali. Participants were 36 Grade X TB1 students in the first semester of the 2019/2020 academic year. The study was conducted from July to November 2019 across two cycles, each comprising planning, action, observation and evaluation, and reflection. Student responses were measured with a 15-item five-point questionnaire, while learning outcomes were assessed using achievement tests. Descriptive quantitative analysis showed that the mean student-response score increased from 49.72 in Cycle I to 60.42 in Cycle II, an increase of 10.70 points. The mean achievement score rose from 6.28 to 8.25, a gain of 1.97 points. Very positive responses increased from 1 of 36 students (2.78%) to 22 of 36 students (61.11%). These within-class improvements coincided with refinements in group facilitation, questioning, and classroom management. Because the design did not include a comparison group, the findings support the practical feasibility of the intervention but do not establish a causal effect. The study suggests that structured peer questioning can support participatory learning in vocational food-knowledge education.
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