MENINGKATKAN MINAT BELAJAR, KEAKTIFAN, DAN KEPERCAYAAN DIRI PESERTA DIDIK DALAM PROSES PEMBELAJARAN

• Nurhikma

  Universitas Tadulako

  Author

• Ida Nur’aeni

  Universitas Tadulako

  Author

• Ni Wayan Sutarmi

  Universitas Tadulako

  Author

This study aims to enhance students’ learning interest, activeness, and self-confidence in the Indonesian language learning process through the implementation of the Teaching at the Right Level (TaRL) approach combined with the Problem Based Learning (PBL) model. This classroom action research was conducted at SMPN 6 Palu with seventh-grade students, focusing on the topic of the characteristics of personal and official letters. The results indicate a significant improvement in all three observed aspects. Students’ learning interest increased through contextual and challenging learning activities. Their activeness was reflected in active participation during group discussions and presentations. Moreover, students’ self-confidence improved along with their success in solving real-life problems related to the learning material. Therefore, it can be concluded that the TaRL approach with the PBL model is effective in improving students’ learning interest, activeness, and self-confidence in Indonesian language learning.

[1] R. Banerji and M. Chavan, “Improving Literacy and Math Instruction at Scale in India: The Case of Pratham’s Teaching at the Right Level Program,” Journal of Educational Change, vol. 17, no. 4, pp. 453–475, 2016, doi: 10.1007/s10833-016-9285-5.

[2] E. W. Saputro, A. Rakhmawati, and R. Sunarso, “Implementasi Pendekatan Teaching at the Right Level (TaRL) melalui Pembelajaran Berdiferensiasi pada Mata Pelajaran Bahasa Indonesia di SMP Negeri 1 Surakarta,” Blaze: Jurnal Bahasa dan Sastra dalam Pendidikan Linguistik dan Pengembangan, vol. 1, no. 1, pp. 45–53, 2021.

[3] N. Fitria, “Implementasi Pendekatan Teaching at the Right Level (TaRL) dalam Pembelajaran Bahasa Indonesia untuk Sekolah Menengah Pertama,” Jurnal Pendidikan Bahasa dan Sastra Indonesia, vol. 10, no. 2, pp. 112–122, 2021.

[4] M. Huda, Model-Model Pengajaran dan Pembelajaran: Isu-Isu Metodis dan Paradigmatis. Yogyakarta: Pustaka Pelajar, 2017.

[5] M. Hosnan, Pendekatan Saintifik dan Kontekstual dalam Pembelajaran Abad 21. Bogor: Ghalia Indonesia, 2016.

[6] D. Ramadhani, “Penerapan Model Problem Based Learning untuk Meningkatkan Minat dan Hasil Belajar Siswa,” Jurnal Pendidikan Indonesia, vol. 9, no. 1, pp. 77–85, 2020.

[7] N. Sari and S. Hadi, “Peningkatan Keaktifan Siswa melalui Model Problem Based Learning,” Jurnal Pendidikan, vol. 18, no. 2, pp. 120–129, 2017.

[8] P. R. Anjani and N. Fajri, “Pengaruh Model Problem Based Learning terhadap Kepercayaan Diri dan Prestasi Belajar Siswa,” Jurnal Inovasi Pendidikan, vol. 3, no. 1, pp. 65–72, 2019.

[9] D. A. Mulyani, E. Sudibyo, and T. Forcefiati, “Penerapan Model PBL dalam Pendekatan TaRL untuk Meningkatkan Keterampilan Kolaborasi pada Pembelajaran IPA,” Vektor: Jurnal Pendidikan IPA, vol. 4, no. 2, pp. 120–130, 2023.

[10] S. Arikunto, Penelitian Tindakan Kelas. Jakarta: Bumi Aksara, 2017.

[11] S. Kemmis, R. McTaggart, and R. Nixon, The Action Research Planner: Doing Critical Participatory Action Research. Singapore: Springer, 2014.

[12] Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta, 2018.

[13] J. W. Creswell and J. D. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 5th ed. Thousand Oaks: Sage, 2018.

• pdf