Grounded in constructivism and considering the context of literature studies, the current research examines the direct and indirect impact of students’ perception of their teachers’ indigenous knowledge and cultural competencies on their learning outcomes via an underlying mechanism of student engagement. The current study aims to provide insightful recommendations for academicians and school administrative bodies to provide necessary teacher training and development facilities so they can better transfer their knowledge to the students. Furthermore, the current study brings several theoretical and practical advances in the context of literature studies. Utilizing a time-lagged quantitative research design, data were collected from the 536 literature students from the higher educational institutions of Indonesia. Moreover, data were analyzed using structural equation modeling in SmartPLS3 software. The results revealed that students’ perception of their teachers’ indigenous knowledge and cultural competency positively influences their learning outcomes in terms of cognitive, social, and interpersonal skills. Besides, no significant differences were found between the impact of teachers' indigenous knowledge and cultural competencies on students learning outcomes reflecting the utmost importance of both study constructs in enhancing students’ abilities. Moreover, results also revealed the significant mediatory role of students' engagement between their perceptions of teachers’ indigenous knowledge and cultural competencies to enhance their learning outcomes.
Penelitian ini adalah penelitian tindakan kelas yang bertujuan untuk meningkatkan keterampilan menulis teks eksplanasi melalui penerapan model pembelajaran berbasis masalah dengan bantuan media video. Subjek penelitian ini adalah siswa kelas XI SMK Negeri 4 Nabire semester ganjil tahun pembelajaran 2022/2023 yang berjumlah 18 orang. Data langkah-langkah penerapan model pembelajaran berbasis masalah dengan bantuan media video dikumpulkan dengan observasi, data hasil menulis teks eksplanasi oleh siswa dikumpulkan dengan teknik tes, dan data respons siswa terhadap pembelajaran dikumpulkan dengan angket. Data langkah-langkah penerapan model pembelajaran berbasis masalah dan respons siswa terhadap pembelajaran dianalisis dengan teknik tdeskriptif kualitatif. Data hasil menulis teks eksplanasi oleh siswa dianalisis dengan teknik deskriptif kuantitatif. Hasil peneltian menunjukkan bahwa berdasarkan hasil observasi langkah-langkah pembelajaran yang ada di RPP dilaksanakan oleh peneliti secara sistematis dan siswa senang dengan penerapan model pembelajaran berbasis masalah dengan berbantuan video. Selanjutnya, keterampilan menulis teks eksplanasi siswa mengalami peningkatan terlihat dari nilai rata-rata pada siklus I sebesar 71,72 naik menjadi 84,8 pada siklus II. Respons siswa terhadap pembelajaran berada pada kategori sangat baik, yakni 89% siswa mengganggap positif pada siklus I dan 85% siswa mengganggap positif pada siklus II. Berdasarkan hasil perbandingan di atas dapat disimpulkan bahwa hasil belajar siswa dalam menulis teks eksplanasi akan lebih baik jika menerapkan model pembelajaran dipadukan dengan media pembelajaran.
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