The Effect of a Point-Based Strategy on the Learning Engagement of Ninth-Grade Students in Indonesian Language Learning

Abstract

Student learning activeness is a key indicator of successful learning, including in Indonesian Language instruction. Preliminary observation during the Teaching Practicum (PPL) in class IX.4 of SMP Negeri 13 Pekanbaru revealed that of 41 students, only four actively asked questions, answered, or expressed opinions during lessons, while the majority remained passive. This study aims to examine the effect of a point-giving strategy, applied as a form of positive reinforcement, on students’ learning activeness in argumentative text material. The research was conducted in class IX.4 of SMP Negeri 13 Pekanbaru from April 1 to April 15, using a quantitative approach with a pre-experimental design through repeated observations of a single group across four meetings. The research subjects were 41 students of class IX.4, determined through total sampling. Data were collected using a student-activeness observation sheet and analyzed descriptively using percentages. The results show a gradual increase in learning activeness: 9.76% in the first meeting, 34.15% in the second, 51.22% in the third, and 75.61% in the fourth. These findings indicate that the point-giving strategy effectively encouraged students to participate more actively in Indonesian Language learning, particularly within Project Based Learning, Discovery Learning, and discussion models. This study underscores the importance of designing consistent and measurable positive reinforcement systems as part of classroom management strategies for Indonesian Language teachers.