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PANTAK: Jurnal Penelitian Tindakan Kelas
Published by CV. Alfa Pustaka
ISSN : -     EISSN : 30890160     DOI : -
Core Subject : Education,
Education Other
ANTAK: Jurnal Penelitian Tindakan Kelas (PANTAK) biannually journal database published in June and December on the topics of classroom action research, school action research, and best practice in school management.
Arjuna Subject : Umum - Umum
Articles 27 Documents
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Peningkatan Hasil Belajar Teks Prosedur Menggunakan Studi Kasus di Kelas VIII Madrasyah Tsanawiyah Al-Hakimiyah Paringgonan Tahun 2024-2025 Hanifah Parapat
PANTAK: Jurnal Penelitian Tindakan Kelas Vol 2 No 2 (2025): PANTAK: Jurnal Penelitian Tindakan Kelas | Desember
Publisher : CV. Alfa Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64733/pantak.v2i2.138

Abstract

This study aims to improve the learning outcomes of procedural texts through the application of the case study method to eighth grade students of Madrasyah Tsanawiyah Al-Hakimiyah Paringgonan in the 2024–2025 academic year. This study is a Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The research subjects were 30 students consisting of 20 female students and 10 male students. Data collection techniques used tests, observation, and documentation. The results showed an increase in the average class score from 65 in the pre-action to 72 in cycle I and 82 in cycle II. The percentage of learning completeness increased from 40% to 87%, thus achieving classical completeness. In addition to improving learning outcomes, the case study method also increases students' activeness and systematic thinking skills. Thus, the case study method is effective in improving the learning outcomes of eighth grade students' procedural texts.
Penerapan Model Discovery Learning untuk Meningkatkan Hasil Belajar Bilangan Berpangkat pada Siswa Kelas X Madrasah Aliyah Swasta Paringgonan Irmadani Parapat
PANTAK: Jurnal Penelitian Tindakan Kelas Vol 2 No 2 (2025): PANTAK: Jurnal Penelitian Tindakan Kelas | Desember
Publisher : CV. Alfa Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64733/pantak.v2i2.139

Abstract

This study aims to improve student learning outcomes on the topic of exponents through the application of the Discovery Learning model in class X of Paringgonan Private Islamic Senior High School in the 2024–2025 Academic Year. This study is a Classroom Action Research (CAR) carried out in two cycles, each including the planning, implementation, observation, and reflection stages. The research subjects were 32 students. Data collection techniques used learning outcome tests and student activity observation sheets. The results showed an increase in the class average score from 62 in the pre-action to 73 in cycle I and 86 in cycle II. The percentage of learning completeness also increased from 34% to 63% and finally reached 90% in cycle II. This increase shows that the application of the Discovery Learning model is effective in helping students understand the concept of exponents more deeply and increasing student learning activity and motivation.
Improving Seventh Grade Students' Ability to Write Procedural Texts through the Implementation of the Project Based Learning (PjBL) Model Hanifah Parapat; Lili Herawati Parapat
PANTAK: Jurnal Penelitian Tindakan Kelas Vol 3 No 1 (2026): PANTAK: Jurnal Penelitian Tindakan Kelas I Juni
Publisher : CV. Alfa Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to improve seventh-grade students' ability to write procedural texts through the implementation of the Project Based Learning (PjBL) model. The research employed Classroom Action Research (CAR) based on the model of Kemmis and McTaggart, consisting of two cycles: planning, acting, observing, and reflecting. The participants were 30 seventh-grade students at a junior high school. Data were collected through writing tests, classroom observations, interviews, field notes, and documentation. Quantitative data were analyzed using descriptive statistics by calculating the students' mean scores and the percentage of students achieving the Minimum Mastery Criterion (KKM), while qualitative data were analyzed through data condensation, data display, and conclusion drawing. The findings revealed a significant improvement in students' writing ability throughout the research. The mean score increased from 61.83 in the pre-test to 72.47 in Cycle I and 82.93 in Cycle II. Likewise, the percentage of students achieving the KKM increased from 26.67% in the pre-test to 63.33% in Cycle I and 86.67% in Cycle II. The qualitative findings also indicated that students became more active, motivated, collaborative, and confident during the learning process. They demonstrated better understanding of the generic structure and language features of procedural texts and were more engaged in planning, drafting, revising, and presenting their writing projects. The study concludes that the implementation of the Project Based Learning (PjBL) model effectively improves seventh-grade students' ability to write procedural texts while simultaneously enhancing their classroom participation and learning motivation. Therefore, Project Based Learning is recommended as an effective student-centered instructional model for teaching writing, particularly procedural texts, in junior high schools.
Improving Article Writing Skills Using the Project Based Learning Model for Semester VI Students Lili Herawati Parapat; khatib Lubis; Afnan Ali Parapat; Siti Absah
PANTAK: Jurnal Penelitian Tindakan Kelas Vol 3 No 1 (2026): PANTAK: Jurnal Penelitian Tindakan Kelas I Juni
Publisher : CV. Alfa Pustaka

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Abstract

Article writing competence has become an essential academic skill for university students because it supports scientific communication and publication. However, many students continued to experience difficulties in organising ideas, developing coherent arguments, and producing academic articles that met scholarly standards. Previous studies primarily examined the implementation of Project-Based Learning (PjBL) in science and general language education, while empirical evidence regarding its application in university article writing courses remained limited. Therefore, this study investigated students' learning outcomes following the implementation of the Project-Based Learning model in an Article Writing course.This study employed a quantitative descriptive research design involving 33 sixth-semester students enrolled in the Indonesian Language Education Study Programme. The participants were selected using total sampling. Data were collected through documentation of students' academic achievement, including quiz scores, assignments, practical activities, midterm examination, final examination, and final course grades. The data were analysed using descriptive statistics, including minimum and maximum scores, mean scores, frequency distributions, and percentage analysis.The findings revealed that students achieved satisfactory learning outcomes after the implementation of Project-Based Learning. Most participants obtained excellent academic performance, with 81.82% receiving Grade A, 15.15% obtaining Grade B, and only 3.03% receiving Grade D. The mean final score indicated that students successfully achieved the expected learning outcomes in the Article Writing course. The implementation of Project-Based Learning also promoted active participation, collaborative learning, independent inquiry, and systematic engagement throughout the academic writing process.The findings suggested that Project-Based Learning provided an effective instructional approach for supporting article writing instruction in higher education. This study contributed empirical evidence supporting the integration of project-based instructional strategies into academic writing courses to enhance students' learning achievement and engagement.
Improving Math Learning Outcomes on Number Material through Problem Based Learning for 7th Grade Students Irmadani Parapat; Mhd Yusuf; Hanifah Parapat
PANTAK: Jurnal Penelitian Tindakan Kelas Vol 3 No 1 (2026): PANTAK: Jurnal Penelitian Tindakan Kelas I Juni
Publisher : CV. Alfa Pustaka

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Abstract

Mathematics learning outcomes among junior high school students remain a concern, particularly in understanding the concept of numbers and applying numerical operations in problem-solving situations. Students often experience difficulties in connecting mathematical concepts with contextual problems due to learning activities that are less focused on active exploration and problem-solving. Therefore, this study was conducted to address the need for an instructional approach that could improve students’ understanding and achievement in mathematics learning, particularly on the topic of numbers. This study aimed to describe the improvement of Grade VII students’ mathematics learning outcomes through the implementation of the Problem-Based Learning model. The study employed a Classroom Action Research design involving 30 Grade VII students. Data were collected through learning outcome assessments consisting of quizzes and assignments after the learning activities. The collected data were analysed using descriptive statistical analysis to determine students’ achievement and learning mastery. The results showed that the implementation of the Problem-Based Learning model supported students’ mathematics learning outcomes on the topic of numbers. Students achieved an average final score of 81.82, and 28 students (93.33%) reached the Minimum Mastery Criterion. Furthermore, students demonstrated consistent performance in understanding number concepts, performing numerical operations, and solving mathematical problems. These findings indicated that Problem-Based Learning provided meaningful learning experiences that encouraged students to actively participate, explore mathematical concepts, and develop problem-solving skills. This study implied that Problem-Based Learning could be applied as an alternative instructional strategy to improve mathematics learning outcomes at the junior high school level.
Improving Academic Writing Competence of English Education Students through Peer Review and Writing Consultation Rahmat Huda; Wulan Suci Ramadani; Lili Herawati Parapat
PANTAK: Jurnal Penelitian Tindakan Kelas Vol 3 No 1 (2026): PANTAK: Jurnal Penelitian Tindakan Kelas I Juni
Publisher : CV. Alfa Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Academic writing competence is an essential skill for English Education students; however, many students still experience difficulties in developing well-organised, coherent, and academically appropriate texts. Limited writing practice, insufficient feedback opportunities, and challenges in revising written work remain common problems in higher education writing contexts. This study aimed to investigate the improvement of academic writing competence among English Education students through the implementation of peer review and writing consultation activities in the Writing Clinics course. The study addressed the need for an integrated writing support approach that combined collaborative feedback and individual guidance to enhance students’ writing development.This study employed a Classroom Action Research design involving 19 sixth-semester students of the English Education Study Program. Data were collected through students’ writing assessments, including quizzes, assignments, practical activities, mid-term examinations, and final examinations. The collected data were analysed using descriptive statistical analysis to identify students’ academic writing achievement after participating in peer review and writing consultation activities.The findings showed that students demonstrated satisfactory academic achievement after the implementation of the writing activities. All participants successfully achieved the expected learning outcomes, with final scores ranging from 84 to 90. The results indicated that continuous writing practice, peer feedback, and writing consultation supported students in developing their academic writing competence. This study implied that integrating collaborative and individual feedback strategies could provide an effective learning environment for improving academic writing skills among English Education students. The findings contributed to writing pedagogy by highlighting the importance of feedback-based instruction in supporting students’ academic writing development.
Improving Seventh Grade Students’ Reading Comprehension of Fantasy Stories through the Implementation of Jigsaw Cooperative Learning Model at MTs. Swasta Al-Hakimiyah Paringgonan Kastiarni Nasition; Irmadani Parapat
PANTAK: Jurnal Penelitian Tindakan Kelas Vol 3 No 1 (2026): PANTAK: Jurnal Penelitian Tindakan Kelas I Juni
Publisher : CV. Alfa Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to improve seventh-grade students’ reading comprehension of fantasy stories through the implementation of the Jigsaw Cooperative Learning model at MTs. Swasta Al-Hakimiyah Paringgonan. The research employed Classroom Action Research (CAR) based on the model of Kemmis and McTaggart, consisting of four stages: planning, action, observation, and reflection. The participants of this study were 33 seventh-grade students at MTs. Swasta Al-Hakimiyah Paringgonan. The data were collected through reading comprehension tests, classroom observations, interviews, field notes, and documentation. Quantitative data were analyzed using descriptive statistics by calculating students’ mean scores and the percentage of students achieving the Minimum Mastery Criterion (KKM), while qualitative data were analyzed through data reduction, data display, and conclusion drawing.The findings revealed that the implementation of the Jigsaw Cooperative Learning model significantly improved students’ reading comprehension of fantasy stories. The students’ mean score increased from 61.21 in the pre-test to 72.88 in Cycle I and 83.64 in Cycle II. The percentage of students achieving the Minimum Mastery Criterion also increased from 27.27% in the pre-test to 63.64% in Cycle I and 87.88% in Cycle II. In addition, classroom observations showed that students became more active, confident, collaborative, and motivated during the learning process. The Jigsaw activities helped students understand the elements of fantasy stories, including characters, settings, plot, conflicts, resolutions, and moral values through peer interaction and group discussions.Based on the findings, it can be concluded that the implementation of the Jigsaw Cooperative Learning model effectively improved seventh-grade students’ reading comprehension of fantasy stories. Therefore, this model is recommended as an alternative teaching strategy to create an interactive, collaborative, and student-centered reading environment in junior high school classrooms.

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