Enhancing Indonesian Language Proficiency through Direct Instruction Model at MI Tarbiyatul Muslimin

Abstract

This study aims to improve students' proficiency in the Indonesian language at MI Tarbiyatul Muslimin through the implementation of the Direct Instruction Model. The Indonesian language is a crucial subject for students' linguistic development, yet many face challenges in mastering it due to traditional teaching methods that often fail to actively engage students. The Direct Instruction Model, which emphasizes structured lessons, clear explanations, and guided practice, was chosen to address these challenges. This research employs a Classroom Action Research (CAR) approach conducted over two cycles, involving 5th-grade students as participants. Data were collected through classroom observations, pre- and post-tests, and interviews with teachers and students. The results indicate that the Direct Instruction Model significantly enhanced students' Indonesian language skills, particularly in reading comprehension, writing, and vocabulary. Students became more engaged in lessons as the model's step-by-step, teacher-led approach provided clarity and focus, leading to improved understanding. Furthermore, the model's structured practice allowed for continuous reinforcement, ensuring that students could effectively apply what they learned. Teachers reported that the approach made it easier to manage the class and monitor individual progress. The study concludes that the Direct Instruction Model is an effective strategy for improving Indonesian language proficiency in elementary school settings. It is recommended that MI Tarbiyatul Muslimin and other schools adopt this model to promote more active and focused learning, thus enhancing students' academic performance and language skills.