INCREASING STUDENTS’ ENGAGEMENT IN LEARNING THROUGH POSITIVE REINFORCEMENTS: A CLASSROOM ACTION RESEARCH IN K-2 AND K-3 CLASS AT ABC SCHOOL

Hizkia, Elya (2017) INCREASING STUDENTS’ ENGAGEMENT IN LEARNING THROUGH POSITIVE REINFORCEMENTS: A CLASSROOM ACTION RESEARCH IN K-2 AND K-3 CLASS AT ABC SCHOOL. Bachelor thesis, Universitas Pelita harapan.

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Abstract

Students’ engagement is one of the keys to have a successful classroom. Being engaged in learning helps students to perform better in class and develop good values, such as obedience, perseverance and, respect. After observing K-2 and K-3 class at ABC School, the researcher found that students needed to be reinforced to engage in learning, so that they will bring this good habit as they grow up. The researcher then decided to use positive reinforcements or rewards to stimulate students’ engagement. The purpose of this research is to see if positive reinforcements can engage students in learning. The researcher conducted a classroom action research to apply positive reinforcements in order to increase students’ engagement in class. The research was conducted on August 1st – November 4th 2016 at ABC School in Bogor, the suburban city of Jakarta, Indonesia. The researcher observed 10 students in K-2 and K-3 class and applied the positive reinforcements to them. The researcher used three instruments: Yes/No Observation Checklist that was done by the researcher and the researcher’s mentor, Questionnaire that was done by the researcher’s peer, and interview recordings with students. The results show that positive reinforcements or rewards used by the researcher reinforces students to engage in learning. Furthermore, positive reinforcements bring the satisfactory and better self-esteem from performing better in class. Once, the researcher tried to minimalize the rewards and they still work wholeheartedly in class. This shows that students are truly reinforced to engage in learning./Keterlibatan siswa adalah salah satu kunci untuk memiliki kelas yang sukses. Terlibat dalam pembelajaran menolong siswa untuk tampil lebih baik di dalam kelas dan mengembangkan nilai-nilai yang baik, seperti ketaatan, ketekunan, dan rasa hormat. Setelah mengamati kelas K-2 dan K-3 di sekolah ABC, peneliti menemukan bahwa siswa perlu didorong untuk terlibat di dalam pembelajaran agar siswa membawa kebiasaan baik ini seiring siswa bertumbuh dewasa. Peneliti memutuskan untuk menggunakan penguatan positif atau imbalan untuk mendorong siswa terlibat di dalam pembelajaran. Tujuan dari penelitian ini adalah untuk melihat jika penguatan positif dapat meningkatkan keterlibatan siswa dalam pembelajaran. Peneliti melangsungkan penelitian tindakan kelas untuk menerapkan penguatan positif agar keterlibatan siswa dalam kelas bisa diintensifkan. Penelitian dilaksanakan pada tanggal 1 Agustus hingga 4 November 2016 di sekolah ABC di Bogor, yang merupakan pinggiran kota Jakarta, Indonesia. Peneliti mengamati 10 siswa kelas K-2 dan K-3 dan mengaplikasikan penguatan positif pada mereka. Peneliti menggunakan tiga instrument: Checklist Observasi Ya/Tidak yang diisi oleh peneliti dan mentor peneliti, Kuisioner yang diisi oleh rekan peneliti, dan rekaman wawancara dengan siswa-siswa. Hasil penelitian menunjukkan bahwa penguatan positif atau imbalan yang digunakan oleh peneliti menguatkan keterlibatan siswa dalam pembelajaran. Selain itu, penguatan positif juga membawa kepuasan dan self-esteem yang lebih baik. Suatu kali, peneliti mencoba untuk meminimalisir imbalan dan siswa-siswa tetap bekerja dengan sepenuh hati di dalam kelas. Hal ini menunjukkan bahwa siswa benar-benar terdorong untuk terlibat dalam pembelajaran.

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