The Implementation of the Concept Sentence Model to Improve Punctuation Usage Skills of Grade V Students at MIN 7 Banda Aceh

Abstract

This study aims to improve the punctuation usage skills of Grade V students at MIN 7 Banda Aceh through the implementation of the Concept Sentence learning model. The research was motivated by students’ low mastery of punctuation in writing nonfiction texts, which was reflected in scores below the Minimum Mastery Criterion (KKM). This study employed a Classroom Action Research (CAR) design consisting of three cycles, each including four stages: planning, implementation, observation, and reflection. Data were collected through teacher and student activity observations and tests, then analyzed quantitatively and qualitatively. The findings showed a consistent increase in teacher activity from 77.77% in Cycle I to 98.38% in Cycle III, and student activity from 75% to 94.16%. Students’ mastery of punctuation skills also improved significantly, with the percentage of students achieving mastery rising from 65.3% in Cycle I to 93.87% in Cycle III. These results indicate that the Concept Sentence model effectively enhances students’ understanding and correct application of punctuation in writing. Furthermore, it promotes active participation, collaboration, and motivation in learning. The study concludes that the Concept Sentence model can serve as an innovative and engaging approach to teaching Indonesian language writing skills in elementary schools. Future research is encouraged to integrate this model with digital or visual media to increase students’ motivation and explore its long-term effects on writing proficiency.