Intervensi Reflective Journaling dalam Peningkatan Motivasi dan Hasil Belajar Teks Deskripsi
Abstract
Penelitian ini dilaksanakan guna membuktikan adanya peningkatan motivasi dan hasil belajar teks deskripsi melalui intervensi asesmen formatif berbentuk reflective journaling. Subjek dalam penelitian adalah 28 peserta didik kelas IX-D SMP Negeri 12 Surabaya. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas (PTK). Setelah itu, data dianalisis menggunakan skala Likert, penghitungan mean, dan deskriptif. Berdasarkan penelitian yang telah dilaksanakan, dapat dibuktikan bahwa intervensi reflective journaling dapat meningkatkan motivasi dan hasil belajar peserta didik pada materi teks deskripsi. Kriteria motivasi belajar dengan intervensi yang diperoleh adalah baik, dengan persentase 76,98% (siklus I) dan 80,24% (siklus II). Sementara itu, nilai hasil belajar peserta didik pada siklus I mengalami peningkatan dari ketuntasan 0% pada tahap prasiklus menjadi 14,29%, dengan peningkatan rata-rata nilai sebesar 28,07, dari nilai rata-rata awal 31,5 menjadi 59,57, dan pada siklus II mengalami peningkatan dari ketuntasan 14,29% pada siklus I menjadi 85,71%, dengan peningkatan rata-rata sebesar 27,72, dari nilai rata-rata siklus I 59,57 menjadi 87,29.
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