Meningkatkan Keaktifan dan Berpikir Kreatif Murid Sekolah Dasar melalui Permainan dan Lingkungan Belajar Bahasa Indonesia
DOI:
https://doi.org/10.24114/jgk.v10.i4.77033Keywords:
Keaktifan Murid, Berpikir Kreatif, Permainan Edukatif, Lingkungan Belajar, Problem Based LearningAbstract
Keaktifan dan kemampuan berpikir kreatif murid kelas V B pada pembelajaran Bahasa Indonesia masih rendah, dengan rata-rata prasiklus 29,48% dan 35,00%. Penelitian ini bertujuan meningkatkan kedua aspek tersebut melalui variasi permainan edukatif dan variasi lingkungan belajar dalam model Problem Based Learning (PBL) dengan pendekatan Teaching at the Right Level (TaRL). Penelitian Tindakan Kelas model Kemmis dan McTaggart ini dilaksanakan pada 1–16 September 2026 di SD Negeri 6 Metro Barat, Kota Metro, Lampung, dalam tiga siklus, masing-masing dua pertemuan, dengan tahapan perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek penelitian adalah 23 murid kelas V B. Data dikumpulkan melalui asesmen diagnostik nonkognitif, observasi, dokumentasi, dan catatan lapangan, kemudian dianalisis secara deskriptif kualitatif dan kuantitatif dengan indikator keberhasilan klasikal 75%. Hasil menunjukkan bahwa keaktifan meningkat menjadi 70,11%, 86,01%, dan 89,95%, sedangkan berpikir kreatif meningkat menjadi 65,65%, 84,13%, dan 89,35% pada siklus I–III. Ketuntasan klasikal kedua aspek pada siklus III mencapai 95,65%. Dengan demikian, perpaduan permainan edukatif, lingkungan belajar yang bervariasi, PBL, dan TaRL efektif meningkatkan keaktifan dan kemampuan berpikir kreatif murid. Guru disarankan merancang permainan berdasarkan asesmen diagnostik, sedangkan peneliti selanjutnya disarankan menggunakan desain kuasi-eksperimen.
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