PENGEMBANGAN MODEL THINK TALK WRITE BERBASIS SCRATCH TERHADAP KETERAMPILAN MENULIS SISWA SEKOLAH DASAR

• Main Author: Imas Damayanti Lovita, - (Author)
• Format: Book
• Published: 2023-08-29.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/105155/1/T_PGSD_TSK_2105155_Title.pdf; http://repository.upi.edu/105155/2/T_PGSD_TSK_2105155_Chapter1.pdf; http://repository.upi.edu/105155/4/T_PGSD_TSK_2105155_Chapter2.pdf; http://repository.upi.edu/105155/3/T_PGSD_TSK_2105155_Chapter3.pdf; http://repository.upi.edu/105155/5/T_PGSD_TSK_2105155_Chapter4.pdf; http://repository.upi.edu/105155/6/T_PGSD_TSK_2105155_Chapter5.pdf; http://repository.upi.edu/105155/7/T_PGSD_TSK_2105155_Appendix.pdf
• Keywords: L Education (General)

Pada proses pembelajaran Bahasa Indonesia banyak ditemukan siswa yang kurang terampil dalam menulis karangan. Hal ini disebabkan oleh rendahnya minat siswa dalam menulis. Berdasarkan data hasil studi pendahuluan diperoleh bahwa 59% siswa memiliki kerapian tulisan rendah, 65% siswa memiliki mekanik tulisan rendah, dan 69% siswa memiliki kelengkapan kalimat masih rendah. Salah satu upaya untuk menarik minat menulis siswa yaitu perlu adanya kolaborasi antara siswa dan penggunaan model pembelajaran yang efektif untuk meningkatkan keterampilan menulis siswa. Penelitian ini bertujuan untuk menjelaskan alur tahapan pengembangan Model Think Talk Write berbasis Scratch pada proses pembelajaran di Sekolah Dasar, efektivitas produk hasil pengembangan Model Think Talk Write berbasis Scratch, dan dampak hasil pengembangan Model Think Talk Write berbasis Scratch terhadap keterampilan menulis siswa Sekolah Dasar. Penelitian ini dilaksanakan pada siswa kelas V di delapan Sekolah Dasar Kabupaten Ciamis. Penelitian ini merupakan penelitian pengembangan model ADDIE. Instrumen penelitian ini adalah wawancara, angket, lembar observasi, dan rubrik keterampilan menulis. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan keterampilan menulis siswa antara sebelum dan setelah menggunakan model Think Talk Write berbasis Scratch. Aspek konten dan organisasi tulisan siswa mengalami peningkatan sebesar 10%, tata bahasa tulisan mengalami peningkatan sebesar 15%, kaidah penulisan mengalami peningkatan sebesar 20%, dan karangan narasi siswa mengalami peningkatan sebesar 11%. Berdasarkan hal tersebut dapat dikatakan bahwa pengembangan model Think Talk Write berbasis Scratch dapat mendorong keterampilan menulis siswa dalam membuat karangan narasi. Adapun produk yang dihasilkan pada penelitian ini, yaitu modul pembelajaran menulis karangan narasi yang berisi perencanaan pembelajaran Model Think Talk Write berbasis Scratch dan video animasi Scratch. In the process of learning Indonesian, many students were found who were less skilled in writing essays. This is caused by the low interest of students in writing. Based on the preliminary study data, it was found that 59% of students had low writing neatness, 65% of students had low writing mechanics, and 69% of students had low sentence completeness. One effort to attract students' interest in writing is the need for collaboration between students and the use of effective learning models to improve students' writing skills. This study aims to explain the stages of developing the Scratch-based Think Talk Write Model in the learning process in elementary schools, the product effectiveness of the development results of the Scratch-based Think Talk Write Model, and the impact of the results of the development of the Scratch-based Think Talk Write Model on elementary school students writing skills. This research was conducted on fifth-grade students at eight elementary schools in Ciamis Regency. This research is an ADDIE model development research. The research instruments were interviews, questionnaires, observation sheets, and writing skills rubrics. The results of this study indicate that there are differences in students' writing skills between before and after using the Scratch-based Think Talk Write model. The content and organizational aspects of students' writing increased by 10%, the grammar of their writing increased by 15%, the rules of writing increased by 20%, and students' narrative essays increased by 11%. Based on this, it can be said that the development of the Scratch-based Think Talk Write model can encourage students' writing skills in making narrative essays. The products produced in this study are learning modules for writing narrative essays which contain learning plans for the Scratch-based Think Talk Write Model and Scratch animated videos.