Enhancing students’ self-directed learning and achievement through an integrated probing-prompting and inside outside circle model

Nina Rostiana; Alok Shukla

Authors

Nina Rostiana SD Muhammadiyah 01 Garut, Indonesia
Alok Shukla National Institute of Technology Mizoram, India

Keywords:

Cooperative Learning, Hybrid Instructional Model, Inside Outside Circle (IOC), Mathematics Achievement, Probing-Prompting, Self-Directed Learning

Abstract

Self-directed learning is an essential competency for elementary students as it strongly influences their academic success. However, observations at SDN Leuwinutug 4 indicate that students’ learning independence and mathematics achievement remain below expectations. Prior research has examined the Probing-Prompting model and the Inside Outside Circle (IOC) strategy separately, but limited studies have explored their combined potential to strengthen students’ autonomy and learning outcomes. This study aims to analyze the effectiveness of an integrated Probing-Prompting and IOC model in improving students’ self-directed learning and mathematics achievement. Employing a quasi-experimental design with a pretest–posttest control group, data were collected from 31 fifth-grade students using questionnaires and mathematics tests. Statistical analyses included normality testing, N-Gain, independent t-test, and Two-Way ANOVA. The results demonstrate significant improvements in both self-directed learning and learning achievement among students taught using the combined model compared with those receiving conventional instruction (p < 0.05). These findings indicate that integrating Probing-Prompting with IOC provides a synergistic instructional approach that effectively enhances student independence and academic performance. The study recommends broader application of this hybrid model to support active, autonomous, and collaborative learning environments in elementary mathematics classrooms.

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