PENINGKATAN KEMAMPUAN BERMUSIKALISASI PUISI MELALUI PEMBELAJARAN BERBASIS PROYEK VIDEO DENGAN TEKNIK PEMODELAN PADA MURID KELAS X SMA NEGERI 1 WARU

Abstract

This Classroom Action Research (CAR) aims to improve the poetry musicalization skills of grade X-1 students at SMA Negeri 1 Waru in the 2025/2026 academic year through the implementation of modeling techniques within the Project-Based Learning (PjBL) method. The background of this research was triggered by the students' low musicality skills, which hindered their literary expression, as well as psychological constraints in the form of a lack of self-confidence when performing. The research was conducted in two cycles following the Kemmis and McTaggart model, comprising planning, action, observation, and reflection stages. The research subjects consisted of 33 students. Data collection techniques utilized observation, documentation, and learning outcomes tests, which were analyzed using comparative descriptive analysis. The results showed a significant increase in student learning outcomes at each stage. In the Pre-Cycle phase, the classical mastery learning rate against the Learning Objective Achievement Criteria (KKTP ≥79) only reached 24.24% (8 students). Following the implementation of PjBL with modeling techniques through the song remake method in Cycle I, the mastery rate increased to 54.55% (18 students), yet 45.45% (15 students) remained incomplete due to stage fright. Culminating in Cycle II, by modifying the product output into poetry musicalization videos, the classical mastery rate successfully reached 100% (33 students). The details of the students' final grade achievements included 8 students (24.24%) achieving the "Excellent" criteria (93-100), 17 students (51.52%) the "Good" criteria (86-92), and 8 students (24.24%) the "Fair" criteria (79-85). The conclusion of this study indicates that the combination of modeling techniques and shifting the final product to video media effectively reduces the cognitive load of musicality, builds self-efficacy, eliminates stage anxiety, and significantly enhances students' literary appreciation skills.