Implementasi metode talking stick dalam meningkatkan keaktifan belajar siswa

Abstract

This study aimed to analyze the implementation of the Talking stick method in improving student learning activeness at SDN 018 Bagan Hulu, Rokan Hilir Regency. The research employed a qualitative approach with a case study design to explore changes in student participation, social interaction, and classroom communication during the learning process. Data were collected through passive participatory observation, semi-structured interviews, and documentation involving one classroom teacher and 28 elementary school students. The findings showed that the implementation of the Talking stick method increased students’ courage to answer questions, participate in discussions, communicate with peers, and engage actively during classroom activities. The learning process, which was previously dominated by teacher-centered instruction, gradually shifted toward a more student-centered and participatory learning environment. Students also demonstrated better focus, confidence, and social interaction during classroom discussions. However, several challenges were identified, including students’ initial lack of confidence and differences in communication abilities among students. Overall, the Talking stick method contributed to creating a more active, interactive, and communicative learning atmosphere in elementary school classrooms.

Abstrak

Penelitian ini bertujuan menganalisis implementasi metode talking stick dalam meningkatkan keaktifan belajar peserta didik di SDN 018 Bagan Hulu Kabupaten Rokan Hilir. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus untuk mengkaji perubahan partisipasi, interaksi sosial, dan komunikasi peserta didik selama proses pembelajaran berlangsung. Pengumpulan data dilakukan melalui observasi partisipatif pasif, wawancara semi terstruktur, dan dokumentasi dengan melibatkan satu guru kelas dan 28 peserta didik sekolah dasar. Hasil penelitian menunjukkan bahwa implementasi metode talking stick mampu meningkatkan keberanian peserta didik dalam menjawab pertanyaan, berpartisipasi dalam diskusi, berkomunikasi dengan teman, serta terlibat aktif selama kegiatan pembelajaran berlangsung. Proses pembelajaran yang sebelumnya didominasi teacher-centered learning mulai berubah menjadi pembelajaran yang lebih partisipatif dan berpusat pada peserta didik. Peserta didik juga menunjukkan peningkatan fokus belajar, rasa percaya diri, dan interaksi sosial selama kegiatan pembelajaran berlangsung. Meskipun demikian, penelitian menemukan beberapa tantangan, seperti rasa malu peserta didik pada tahap awal pembelajaran dan perbedaan kemampuan komunikasi antar peserta didik. Implementasi metode talking stick membantu menciptakan suasana pembelajaran yang lebih aktif, interaktif, dan komunikatif pada konteks pembelajaran sekolah dasar.