Analisis kebutuhan pengembangan model CTL berbasis psikosastra dalam pembelajaran menulis puisi akrostik

Abstract

Pembelajaran menulis puisi akrostik di sekolah dasar masih menghadapi kendala dalam pengembangan ide dan ekspresi emosional peserta didik. Penelitian ini bertujuan untuk menganalisis kebutuhan guru dan peserta didik, mengidentifikasi permasalahan pembelajaran, menganalisis potensi penerapan model Contextual Teaching and Learning (CTL) berbasis psikosastra, serta merumuskan dasar pengembangan model pembelajaran. Penelitian menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek penelitian terdiri atas dua guru dan enam peserta didik kelas V di dua sekolah dasar di Kabupaten Tasikmalaya. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi, sedangkan analisis data menggunakan model interaktif Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan bahwa pembelajaran menulis puisi akrostik membutuhkan pendekatan yang terstruktur, kontekstual, dan mampu memfasilitasi eksplorasi ide serta ekspresi emosional peserta didik. Permasalahan yang ditemukan meliputi kesulitan dalam menemukan ide, merangkai kata, rendahnya kepercayaan diri, serta pembelajaran yang masih berpusat pada guru. Model CTL berbasis psikosastra memiliki potensi untuk diterapkan karena mampu mengaitkan pengalaman nyata dengan ekspresi perasaan sehingga pembelajaran menjadi lebih bermakna. Dasar pengembangan model meliputi penyusunan tahapan pembelajaran yang sistematis, integrasi aspek kontekstual dan emosional, serta penggunaan perangkat pembelajaran yang mendukung proses kreatif peserta didik.

Analysis of the needs for developing a psycholiterature-based CTL model in learning to write acrostic poetry

Abstract:The learning of writing acrostic poetry in elementary schools still faces challenges in developing students’ ideas and emotional expression. This study aims to analyze the needs of teachers and students, identify problems in poetry writing instruction, examine the potential application of the Contextual Teaching and Learning (CTL) model based on psychopoetics, and formulate the foundation for developing a learning model. This research used a descriptive method with a qualitative approach. The research subjects consisted of two teachers and six fifth-grade students from two elementary schools in Tasikmalaya Regency. Data were collected through observation, interviews, and documentation, while data analysis followed the interactive model of Miles, Huberman, and Saldaña. The results show that learning to write acrostic poetry requires a structured and contextual approach that facilitates students’ exploration of ideas and emotional expression. The identified problems include difficulties in generating ideas, arranging words, low self-confidence, and teacher-centered learning practices. The CTL model based on psychopoetics has the potential to be implemented because it connects real-life experiences with emotional expression, making learning more meaningful. The foundation for model development includes systematic learning stages, integration of contextual and emotional aspects, and the use of instructional tools that support students’ creative processes.