Penerapan Strategi Choice Grid untuk Meningkatkan Kemampuan Menulis Teks Tanggapan pada Siswa Kelas VII SMP

Abstract

This article discusses the improvement of students' ability to write response texts through the implementation of the "Choice Grid" strategy, integrated with the Problem-Based Learning (PBL) model. The study employed a collaborative Classroom Action Research (CAR) design, conducted in two cycles during April 2026, involving 32 students from class VII-E at SMPN 2 Banjarmasin. Data were collected through observation, tests, and documentation, and subsequently analyzed using a descriptive-comparative technique based on changes in learning outcomes across each cycle. The results indicate an improvement in students' response-text writing skills following the implementation of the Choice Grid strategy. In the pre-cycle stage, the learning mastery rate was 53.57%, with an average score of 72.50. In Cycle I, the mastery rate dropped to 10.34%, with an average score of 53.45, due to the increased complexity of the independent writing tasks. Following improvements—specifically the provision of scaffolding, sample texts, and writing guidelines in Cycle II—the learning mastery rate rose to 88.46%, with an average score of 81.73. This figure exceeds the study's success indicator, which required at least 70% of students to reach the Minimum Mastery Criterion (KKM) of ≥80. Thus, the application of the Choice Grid strategy, supported by the PBL model, is effective in enhancing students' ability to write response texts.

Abstrak
Artikel ini memaparkan peningkatan kemampuan menulis teks tanggapan Learning penerapan strategi Choice Grid yang diintegrasikan dengan model Problem-Based Learning (PBL). Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) kolaboratif yang dilaksanakan dalam dua siklus pada April 2026 dengan subjek penelitian sebanyak 32 siswa kelas VII-E SMPN 2 Banjarmasin. Data penelitian dikumpulkan melalui observasi, tes, dan dokumentasi, kemudian dianalisis menggunakan teknik deskriptif komparatif berdasarkan perubahan hasil belajar pada setiap siklus. Hasil penelitian menunjukkan adanya peningkatan kemampuan menulis teks tanggapan setelah penerapan strategi Choice Grid. Pada tahap prasiklus, ketuntasan belajar mencapai 53,57% dengan nilai rata-rata 72,50. Pada Siklus I, ketuntasan menjadi 10,34% dengan rata-rata nilai 53,45 akibat meningkatnya kompleksitas tugas menulis secara mandiri. Setelah dilakukan perbaikan melalui pemberian scaffolding, contoh teks, dan panduan penulisan pada Siklus II, ketuntasan belajar meningkat menjadi 88,46% dengan nilai rata-rata 81,73. Persentase tersebut telah melampaui indikator keberhasilan penelitian, yaitu minimal 70% siswa mencapai KKM ≥80. Dengan demikian, penerapan strategi Choice Grid berbantuan model PBL efektif dalam meningkatkan kemampuan menulis teks tanggapan siswa.