PENGARUH MODEL PEMBELAJARAN SELF DIRECTION LEARNING TERHADAP KEMAMPUAN MENULIS TEKS CERITA PENDEK SISWA KELAS XI SMA NEGERI 1 PERCUT SEI TUAN

Abstrak

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran self direction learning terhadap kemampuan menulis teks cerita pendek siswa kelas XI SMA Negeri 1 Percut Sei Tuan Tahun Pembelajaran 2024/2025. Self direction learning merupakan model pembelajaran yang memberi kebebasan kepada siswa untuk mengatur sendiri proses belajarnya, mulai dari menetapkan tujuan, mengelola materi, menuangkan ide, hingga mengevaluasi hasil belajar secara mandiri. Populasi dalam penelitian ini berjumlah 388 siswa, dengan sampel sebanyak 35 dan 36 siswa yang dipilih melalui teknik sampel acak kelas. Penelitian menggunakan desain two group posttest-only control design. Instrumen yang digunakan berupa penugasan menulis teks cerita pendek yang dinilai berdasarkan tiga aspek, yaitu kelengkapan unsur-unsur intrinsik, kesesuaian struktur teks dan ciri kebahasaan. Hasil penelitian menunjukkan bahwa kemampuan siswa sebelum diterapkannya model selfdirection learning berada dalam kategori baik dengan nilai rata-rata 71,49. Setelah model diterapkan, nilai rata-rata meningkat menjadi 89,5 dan tergolong kategori sangat baik. Uji hipotesis menggunakan uji “t” menghasilkan nilai 〖t 〗_hitung sebesar 7,38 > 〖t 〗_tabel 1,997 pada taraf signifikansi 0,05. Dengan demikian, H₀ ditolak dan Hₐ diterima, yang berarti terdapat pengaruh signifikan model selfdirection learning terhadap kemampuan menulis teks cerita pendek siswa. Temuan ini menunjukkan bahwa model selfdirection learning efektif dalam meningkatkan kemampuan menulis teks cerita pendek, khususnya pada aspek unsur, struktur, dan ciri kebahasaan.

This study aims to determine the effect of the self-direction learning model on the ability to write short story texts among eleventh-grade students of SMA Negeri 1 Percut Sei Tuan in the 2024/2025 academic year. Self-direction learning is a learning model that provides students with the freedom to regulate their own learning process, starting from setting goals, managing materials, expressing ideas, to evaluating learning outcomes independently. The population in this study consisted of 388 students, with a sample of 35 and 36 students selected through random class sampling technique. The study used a two-group posttest-only control design. The instrument used was a short story writing assignment, which was assessed based on three aspects: completeness of intrinsic elements, suitability of text structure, and linguistic features. The results showed that the students' ability before applying the self-direction learning model was in the good category with an average score of 71.49. After applying the model, the average score increased to 89.5 and fell into the excellent category. Hypothesis testing using the t-test resulted in a t-count value of 7.38 > t-table 1.997 at a significance level of 0.05. Therefore, H0 was rejected and Ha was accepted, indicating a significant effect of the self-direction learning model on the ability to write short story texts. This finding suggests that the self-direction learning model is effective in improving the ability to write short story texts, particularly in terms of elements, structure, and linguistic features.