Amelia Putri, Supriadi, Erwin Nurdiansyah

Pengaruh model artikulasi dan role playing terhadap hasil belajar bahasa indonesia

Introduction

Pengaruh model artikulasi dan role playing terhadap hasil belajar bahasa indonesia . Temukan pengaruh model artikulasi & role playing dengan video animasi terhadap kreativitas serta hasil belajar bahasa Indonesia siswa SD. Tingkatkan partisipasi aktif dan capai hasil optimal!

Abstract

This study aims to determine the effect of applying the cooperative learning model of the Articulation type and the Role Playing model assisted by animated videos on the creativity and learning outcomes of fifth-grade students at SDN 239 Inpres Nipa, Maros Regency. The background of this research arises from the low level of student participation and learning outcomes due to the dominance of lecture-based methods and the lack of creative learning media. The study employed a quantitative approach with a one-group pretest-posttest design. The subjects were fifth-grade students of SDN 239 Inpres Nipa. Data were collected through teacher and student activity observations, learning outcome tests, and creativity questionnaires. Data analysis was carried out descriptively and inferentially to determine the improvement in learning outcomes before and after the implementation of the learning models. The results showed that the application of the cooperative learning model of the Articulation type and the Role Playing model assisted by animated videos significantly improved students’ creativity and learning outcomes. This model proved effective in actively engaging students, fostering communication, and creating an enjoyable and meaningful learning atmosphere.

Review

This study presents a timely and relevant exploration into enhancing Indonesian language learning outcomes and student creativity through innovative pedagogical models. The clear objective to address low student participation and learning outcomes, stemming from traditional lecture-based methods, resonates with common challenges in educational settings. The research effectively highlights the potential of cooperative learning (Articulation type) and Role Playing, particularly when supported by animated videos, to actively engage students and foster a more dynamic and meaningful learning environment. The reported significant improvements in creativity and learning outcomes offer promising evidence for the efficacy of these models in the context of fifth-grade Indonesian language education. However, certain methodological aspects warrant closer examination for stronger claims. The use of a one-group pretest-posttest design, while useful for demonstrating change within a single group, inherently limits the ability to attribute observed improvements solely to the interventions. Without a control group, it is challenging to rule out the influence of confounding variables such as maturation, external events, or testing effects. Furthermore, the title suggests an investigation into "Pengaruh model artikulasi dan role playing," implying two distinct models, yet the abstract discusses the "application of the cooperative learning model of the Articulation type and the Role Playing model" and then refers to "This model" (singular) as proving effective. This ambiguity requires clarification: were both models applied as a single, integrated intervention, or were they applied separately, and if so, how were their individual contributions measured or compared? The abstract implies a combined application, but the phrasing could be refined for precision. Despite these methodological considerations, the study provides valuable insights into practical applications for improving student engagement and learning. Future research could significantly strengthen these findings by employing a comparative experimental design, including a control group to isolate the effects of the intervention more rigorously. Additionally, exploring the differential impact of the Articulation and Role Playing models, perhaps with distinct groups, could offer a deeper understanding of their individual contributions. Overall, this research contributes positively to the discourse on active learning strategies in language education, offering a foundation for further, more robust investigations into the long-term impacts and generalizability of these effective instructional approaches.

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