Quantum Learning and Think Talk Write Models: A Comparative Study on Poetry Writing Skills of Fourth-Grade Elementary School Students
Keywords:
Quantum Learning, Think Talk Write, Poetry Writing Skills.Abstract
Abstract: This study investigates the relative effectiveness of the Quantum Learning model and the Think Talk Write model in enhancing poetry writing skills among fourth-grade students in Tangerang City Elementary Schools. Employing a true experimental approach with a Nonequivalent Control Group Design, the research engaged 80 participants, comprising 41 students in the Quantum Learning group and 39 students in the Think Talk Write group. Data for this study were gathered through observation, interviews, documentation, and testing. Poetry writing skills were assessed using validated objective instruments administered as both pretests and posttests. The results revealed that students taught with the Quantum Learning model experienced greater improvement, with their average score rising from 67.70 to 78.95. In comparison, those instructed through the Think Talk Write model showed an increase from 63.42 to 70.56. Hypothesis testing indicated a significant difference (tcount = 4.174 > ttable = 1.991), confirming that the Quantum Learning model was more effective in enhancing students’ poetry writing skills. These findings underscore the crucial role of selecting appropriate instructional models to foster creativity and strengthen literacy development in primary education.
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