PENGEMBANGAN MODEL PEMBELAJARAN MENULIS CERPEN BERBASIS METAKOGNITIF SMPS RAHMATUL ASRI KABUPATEN ENREKANG

Abstract

Pada saat ini kondisi dalam proses belajar mengajar terjadinya gejala-gejala yang menyebabkan rendahnya minat dan kemampuan menulis cerpen pada peserta didik, Oleh sebab itu, maka perlu dicarikan upaya untuk mengatasi permasalahan tersebut dengan mengubah desain pembelajaran. Desain pembelajaran yang dianggap mampu mengatasi permasalahn tersebut adalah menerapkan pembelajaran berbasis metakognitif. Penelitian ini bertujuan 1) mendeskripsikan prototipe model pembelajaran menulis cerpen berbasis metakognitif  di SMPS Rahmatul  Asri, 2) mendekripsikan validasi  model pembelajaran menulis cerpen berbasis metakognitif  di SMPS Rahmatul Asri. Prototife yang dikembangkan adalah modul ajar berbasis metakognitif kurikulum merdeka yang mulai di berlakukan oleh pemerintah secara serentak di kelas IX pada tahun 2024 ini. Validasi modul ajar penting, sebagai panduan bagi guru agar pembelajaran berpusat pada peserta didik untuk meningkatkan kemampuan menulis cerpen. Subjek penelitian kelas IX F berjumlah 34 orang. Metode penelitian pengembangan (R & D) model ADDIE. Pengumpulan data dilakukan melalui teknik observasi, angket, wawancara, dan tes menulis cerpen. Teknik analisis data digunakan deskriptif kualitatif dan kuantitatif. Dalam penelitian ini, dikembangkan modul ajar menulis cerpen berbasis metakognif kurikulum merdeka. Fokus pada tahap evaluasi yaitu validasi modul ajar dan uji coba terbatas. Hasil penelitian validasi modul ajar dari beberapa ahli mencapai nilai rata-rata 93% (sangat valid), dan hasil uji coba terbatas, tes menulis cerpen dengan nilai 88,23% (baik). Kesimpulan penelitian ini menunjukkan bahwa modul ajar menulis cerpen berbasis metakognitif yang dikembangkan, sangat valid digunakan karena sesuai kebutuhan guru dan peserta didik serta dapat meningkatkan motivasi dan kemampuan peserta didik menulis cerpen dalam peningkatan mutu pembelajaran Bahasa Indonesia.

Currently, the condition in the teaching and learning process shows symptoms that cause low interest and ability to write short stories among students. Therefore, efforts need to be made to address this issue by changing the learning design. The learning design considered capable of addressing these issues is the implementation of metacognitive-based learning. This research aims to 1) describe the prototype of a metacognitive-based short story writing learning model at SMPS Rahmatul Asri, and 2) describe the validation of the metacognitive-based short story writing learning model at SMPS Rahmatul Asri. The prototype developed is a metacognitive-based teaching module of the independent curriculum, which will be implemented by the government simultaneously in the ninth grade in 2024. Validation of the teaching module is important, as a guide for teachers to ensure that learning is student-centered to improve the ability to write short stories. The research subjects in class IX F numbered 34 people. The research method is the development (R & D) model ADDIE. Data collection was conducted using observation techniques, questionnaires, interviews, and short story writing tests. The data analysis techniques used were qualitative and quantitative descriptive. In this research, a teaching module for writing short stories based on metacognitive principles of the independent curriculum was developed. Focus on the evaluation stage, namely the validation of the teaching module and limited trials. The results of the validation research of the teaching module by several experts reached an average score of 93% (very valid), and the results of the limited trial, the short story writing test, scored 88.23% (good). The conclusion of this research shows that the developed metacognitive-based short story writing teaching module is highly valid for use because it meets the needs of teachers and students and can enhance students' motivation and ability to write short stories, thereby improving the quality of Indonesian language learning.