PENINGKATAN KEMAMPUAN CARA MENGKRITIK PADA MATA PELAJARAN BAHASA INDONESIA MELALUI STRATEGI CRITICAL INCIDENT PADA SISWA KELAS VI MI AL-HIDAYAH BENOWO SURABAYA

Abstract

This research is motivated by the problem of students' ability to criticize which is relatively low, both in terms of the desire to express criticism, and the quality of criticism. This is reflected in the average score at the time before the research was conducted, which was far below the Minimum Completeness Criteria. Through the implementation of the Critical Incident strategy, it is expected to solve existing problems. The objectives of this study were: (1) To determine the level of students' ability to criticize Indonesian subjects before using the Critical Incident strategy for class VI MI Al-Hidayah Benowo Surabaya. (2) Knowing the application of the Critical Incident strategy in Indonesian subjects in class IV MI Al-Hidayah Benowo Surabaya. (3) Knowing the level of students' ability to criticize Indonesian language subjects after using the Critical Incident strategy for class VI MI Al-Hidayah Benowo Surabaya. This classroom action research uses Kurt Lewin's model which is carried out in two cycles. Each cycle consists of planning, action, observation and reflection. The data collection techniques used are interviews, observation and assessment. The collected data is then analyzed. This research was conducted in class VI MI Al-Hidayah, Pakal sub-district, Surabaya district, Surabaya district with 15 students. The results of this study indicate: 1) The level of students' ability in criticizing the pre-cycle is still relatively low because it can be seen from the class average score of 67.13, while the KKM score is 70. 2) The application of the Critical Incident strategy in the ability to criticize students shows that there are improvement from students, from the results of observations using 2 cycles to maximize research. Cycle I teacher activity score was 71.15, student activity score was 67.13 and class average score was 73.86. Cycle II teacher activity score and student activity score was 83 while the class average score was 86. 3) An increase occurred from pre-cycle to cycle I of 6.73 and cycle I to cycle II of 12.14. The score of mastery learning in pre-cycle is 33%, cycle I is 60% and cycle II is 87% so that there is an increase in the percentage of mastery learning from pre-cycle to cycle I and cycle II by 27%.