Improving Student Engagement in Argumentative Text Learning through Make a Match Assisted by Flashcards

Abstract

Argumentation text learning requires active student involvement so that the process of understanding information, discussing, and expressing opinions takes place optimally. Student involvement in learning still needs to be strengthened, especially in the aspect of activeness and enthusiasm which shows a lower percentage in the Pre-Cycle. This study aims to increase student involvement in learning argumentation texts through the application of the Make A Match model assisted by Flashcards. The research uses the Classroom Action Research (PTK) method which was carried out in two cycles on 35 students in grades XI-F05 SMAN 1 Jekulo. Each cycle includes the stages of planning, implementing actions, observation, and reflection. Data were collected through observation of student activities that included attention, activeness, cooperation, involvement, and enthusiasm, then analyzed descriptively by comparing percentages at each stage of the study. The results showed an increase in most aspects of involvement. Activeness increased from 74.29% in the Pre-Cycle to 82.86% in the First Cycle and 94.29% in the Second Cycle, while the enthusiasm increased from 74.29% to 85.71% and 100%. Attention and cooperation reached 100% in the Second Cycle, while the involvement remained 100% since the Pre-Cycle. The implementation of Make A Match assisted by Flashcards supports increased engagement through card matching activities, discussions, feedback, and active participation during learning. These activities create an interactive and collaborative learning atmosphere that encourages students to engage consistently.