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All Journal Jurnal Pendidikan: Media, Strategi, dan Metode
Wira Manik
Program Studi Pendidikan Bahasa dan Sastra Indonesia, Universitas Katolik Santo Thomas, Medan, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Cooperative Script Berdiferensiasi untuk Meningkatkan Membaca Kritis Teks Editorial Siswa SMA Wira Manik; Asnita Hasibuan; Candra Ronitua Gultom; Samserida Sarumpaet
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 05 APRIL 2026
Publisher : Pustaka Karya Mandiri

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Critical reading ability is a high-level literacy competence that is essential for senior high school students to distinguish facts, opinions, and underlying biases in editorial texts. This study aims to improve the critical reading skills of eleventh-grade students at SMA Nurcahaya in editorial text learning through the Cooperative Script model based on process-differentiated instruction. This study employed Classroom Action Research conducted in two cycles, with each cycle consisting of planning, action, observation, and reflection. The subjects were 36 eleventh-grade students at SMA Nurcahaya. Data were collected using critical reading performance tests covering fact-opinion analysis, inference making, bias evaluation, and reconstruction of authorial perspectives, as well as observation sheets for student and teacher activities. The data were analyzed using descriptive quantitative and qualitative techniques. The findings revealed gradual improvements in both learning process quality and student achievement. In the pre-cycle phase, the class average score was 64.12 with classical completeness of 33.33%. After Cycle I, the mean score increased to 73.45 with classical completeness of 61.11%. In Cycle II, through refined grouping based on readiness and varied scaffolding, the mean score rose to 82.78 with classical completeness of 88.89%. These findings indicate that integrating Cooperative Script and process differentiation effectively improves students critical reading ability, reduces reading fatigue, and accommodates heterogeneous learning modalities and paces.
Debate-Café Berbasis Student-Centered Learning untuk Meningkatkan Keterampilan Berbicara Siswa SMA Wira Manik; Candra Ronitua Gultom; Asnita Hasibuan; Widia Fiski Nainggolan; Enjelika Noella
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 04 FEBRUARY 2026
Publisher : Pustaka Karya Mandiri

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Speaking skill is an essential productive competence for senior high school students, particularly in debate text learning. This study aims to improve the speaking skills of eleventh-grade students at SMA Nurcahaya through a Student-Centered Learning approach integrated with the Debate-Café technique. This study employed Classroom Action Research conducted in two cycles, with each cycle consisting of planning, action, observation, and reflection. The subjects were 36 eleventh-grade students at SMA Nurcahaya. Data were collected through learning activity observation sheets, field notes, and speaking performance tests covering fluency, articulation and intonation, argument reasoning, and communication ethics. The data were analyzed using descriptive quantitative and qualitative techniques. The findings revealed improvements in both learning process quality and learning outcomes. In the pre-cycle phase, the class average score was 63.5 with classical completeness of 33.33%. After Cycle I, the mean score increased to 72.1 with classical completeness of 61.11%. In Cycle II, after strengthening argument scaffolding and debate ethics, the mean score rose to 82.4 with classical completeness of 88.89%, exceeding the mastery criterion of 75. These findings indicate that the Student-Centered Debate-Café technique effectively improves students speaking skills, strengthens argumentative confidence, and creates a more interactive, respectful, and student-centered debate classroom.
Co-Authors Asnita Hasibuan Asnita Hasibuan Candra Ronitua Gultom Candra Ronitua Gultom Enjelika Noella Samserida Sarumpaet Widia Fiski Nainggolan