PENINGKATAN KETERAMPILAN MENULIS TEKS PROSEDUR MELALUI MODEL PEMBELAJARAN PROBLEM-BASED LEARNING TERINTEGRASI PEMBELAJARAN BERDIFERENSIASI DI KELAS V SDN CAKUNG BARAT 06

YULIA, . (2025) PENINGKATAN KETERAMPILAN MENULIS TEKS PROSEDUR MELALUI MODEL PEMBELAJARAN PROBLEM-BASED LEARNING TERINTEGRASI PEMBELAJARAN BERDIFERENSIASI DI KELAS V SDN CAKUNG BARAT 06. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk meningkatkan keterampilan menulis teks prosedur melalui penerapan model Problem-Based Learning (PBL) yang terintegrasi dengan pembelajaran berdiferensiasi. Penelitian dilakukan dalam dua siklus dengan subjek 31 siswa kelas V SDN Cakung Barat 06 Jakarta Timur. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) model Kemmis & McTaggart yang dilaksanakan dalam dua siklus. Setiap siklus terdiri dari empat tahap: (1) perencanaan, (2) pelaksanaan, (3) observasi, dan (4) refleksi. Subjek penelitian adalah 31 siswa kelas V SDN Cakung Barat 06 Jakarta Timur. Teknik pengumpulan data meliputi: Tes unjuk kerja (menulis teks prosedur), Observasi aktivitas pembelajaran, Dokumentasi karya siswa, dan Catatan lapangan. Data dikumpulkan melalui rubrik penilaian yang mencakup lima aspek: kelengkapan struktur, urutan langkah, penggunaan bahasa, ejaan, dan kreativitas. Data dikumpulkan melalui tes menulis, observasi, dan dokumentasi, kemudian dianalisis secara kuantitatif (perhitungan rata-rata skor) dan kualitatif (analisis catatan lapangan dan refleksi). Hasil penelitian menunjukkan Siklus 1: Rata-rata keterampilan menulis masih rendah (skor total rata-rata 12.3), dengan 29% siswa kategori "Kurang" dan 45.2% "Cukup". Aspek paling lemah adalah kreativitas (rata-rata 2.1) dan ejaan (rata-rata 2.3). Siklus 2 (setelah intervensi PBL dan diferensiasi): Peningkatan signifikan pada semua aspek, terutama kreativitas (+71.4%) dan ejaan (+60.9%). 100% siswa mencapai kategori "Baik" (skor 15-20), dengan rata-rata kelas 17.3. Intervensi efektif melalui tugas berdiferensiasi, peer review, dan latihan terstruktur. Model PBL terintegrasi pembelajaran berdiferensiasi terbukti efektif meningkatkan keterampilan menulis teks prosedur, khususnya dalam kreativitas dan ketepatan bahasa. Penelitian ini merekomendasikan penggunaan pendekatan serupa untuk materi lainnya dengan penekanan pada umpan balik kolaboratif dan penilaian autentik. ***** This study aims to improve procedural text writing skills through the application of the Problem-Based Learning (PBL) model integrated with differentiated learning. The study was conducted in two cycles with 31 fifth-grade students at SDN Cakung Barat 06, East Jakarta, as subjects. This study used the Classroom Action Research (CAR) model of Kemmis & McTaggart which was implemented in two cycles. Each cycle consisted of four stages: (1) planning, (2) implementation, (3) observation, and (4) reflection. The subjects of the study were 31 fifth-grade students of SDN Cakung Barat 06 East Jakarta. Data collection techniques included: Performance tests (writing procedural texts), Observation of learning activities, Documentation of student work, and Field notes. Data were collected through an assessment rubric that included five aspects: completeness of structure, sequence of steps, use of language, spelling, and creativity. . Data were collected through writing tests, observations, and documentation, then analyzed quantitatively (calculating average scores) and qualitatively (analysis of field notes and reflection). The results showed that Cycle 1: The average writing skill was still low (average total score 12.3), with 29% of students in the "Poor" category and 45.2% in the "Sufficient" category. The weakest aspects were creativity (average 2.1) and spelling (average 2.3). Cycle 2 (after PBL and differentiation intervention): Significant improvement in all aspects, especially creativity (+71.4%) and spelling (+60.9%). 100% of students achieved the "Good" category (score 15-20), with a class average of 17.3. The intervention was effective through differentiated tasks, peer review, and structured practice. The integrated PBL model of differentiated learning was proven effective in improving procedural text writing skills, particularly in creativity and language accuracy. This study recommends the use of a similar approach for other materials with an emphasis on collaborative feedback and authentic assessment.

Item Type:	Thesis (Magister)
Additional Information:	1). Dr. Gusti Yarmi, M.Pd.; 2). Dr. Linda Zakiah, M.Pd.
Subjects:	Pendidikan > Penelitian Tindakan Kelas Bahasa dan Kesusastraan > Bahasa Indonesia
Divisions:	FIP > S2 Pendidikan Dasar
Depositing User:	YULIA .
Date Deposited:	28 Aug 2025 06:16
Last Modified:	28 Aug 2025 06:16
URI:	http://repository.unj.ac.id/id/eprint/62198

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