Upaya Meningkatkan Keterampilan Menulis Teks Prosedur Siswa Kelas 5 Menggunakan Model Relating, Experiencing, Applying, Cooperating, and Transferring di SDN Sukapura 01

AULIA DINI APRIANDAYANI, . (2026) Upaya Meningkatkan Keterampilan Menulis Teks Prosedur Siswa Kelas 5 Menggunakan Model Relating, Experiencing, Applying, Cooperating, and Transferring di SDN Sukapura 01. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian tindakan kelas (PTK) ini bertujuan meningkatkan keterampilan menulis teks prosedur siswa kelas VB SDN Sukapura 01 melalui model pembelajaran Relating, Experiencing, Applying, Cooperating, and Transferring (REACT). Masalah utama penelitian adalah rendahnya keterampilan menulis siswa, di mana 41.94% siswa belum memenuhi Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) akibat kesulitan menyusun langkah logis, keterbatasan kosakata, serta penggunaan ejaan dan tanda baca. Metode yang digunakan adalah PTK model Kemmis dan McTaggart dalam dua siklus (masing-masing dua pertemuan). Subjek penelitian terdiri dari 31 siswa (18 laki-laki dan 13 perempuan) semester genap tahun ajaran 2025/2026. Data dikumpulkan melalui tes menulis (LKPD), lembar observasi, dan dokumentasi, dengan target ketuntasan klasikal ≥75%. Hasil penelitian menunjukkan peningkatan signifikan pada keterampilan menulis siswa. Pada Siklus I, ketuntasan klasikal mencapai 70,97% (22 siswa tuntas) dengan keterlaksanaan aktivitas sebesar 85%. Setelah perbaikan manajemen waktu dan penggunaan video tutorial pada Siklus II, ketuntasan klasikal meningkat menjadi 93,55% (29 siswa tuntas) dan keterlaksanaan aktivitas mencapai 97,5%. Dengan demikian, model REACT terbukti efektif meningkatkan keterampilan menulis teks prosedur siswa kelas V SD. ***** This classroom action research (CAR) aims to improve procedural text writing skills among 5th-grade students (Class VB) at SDN Sukapura 01 through the Relating, Experiencing, Applying, Cooperating, and Transferring (REACT) learning model. The primary problem was students' low writing skills, where 41.94% failed to meet the Learning Objectives Achievement Criteria (KKTP) due to difficulties in organizing logical steps, limited vocabulary, and proper spelling and punctuation usage. The research followed the Kemmis and McTaggart CAR model across two cycles, with two meetings per cycle. Subjects were 31 students (18 males and 13 females) during the second semester of the 2025/2026 academic year. Data were collected via writing performance tests (worksheets), observation sheets, and documentation, targeting a classical mastery level of ≥75. The results showed significant improvement in writing skills. In Cycle I, classical mastery reached 70.97% (22 students passed) with an 85% implementation rate. Following improvements in time management and tutorial video implementation in Cycle II, classical mastery increased to 93.55% (29 students passed) with a 97.5% implementation rate. In conclusion, the REACT model effectively improves procedural text writing skills for 5th-grade elementary school students.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Drs. Juhana Sakmal, M.Pd ; 2). Dr. Endang Wahyudiana, M.Pd
Subjects:	Pendidikan > Penelitian Tindakan Kelas > Metode Belajar Mengajar Bahasa dan Kesusastraan > Bahasa Indonesia
Divisions:	FIP > S1 Pendidikan Guru Sekolah Dasar
Depositing User:	Aulia Dini Apriandayani .
Date Deposited:	31 Aug 2026 07:26
Last Modified:	31 Aug 2026 07:26
URI:	http://repository.unj.ac.id/id/eprint/73275

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