Improving Handwriting Neatness Through Guided Writing In Grade Iv Students Of SDN 2 Pansor

Abstract

This study aimed to improve the handwriting neatness of fourth-grade students at SDN 2 Pansor through the implementation of the guided writing method. This research employed Classroom Action Research (CAR), conducted in two cycles, with each cycle consisting of planning, action, observation, and reflection stages. The participants were thirteen fourth-grade students. Data were collected through tests, observations, and documentation. The data were analyzed using descriptive quantitative and qualitative methods by calculating the mean score, the percentage of classical learning mastery, and describing the results of student activity observations. The findings revealed that the implementation of the guided writing method improved students' handwriting neatness. The mean score increased from 62.69 in the pre-action stage to 67.31 in Cycle I and further increased to 76.92 in Cycle II. Classical learning mastery improved from 38.46% in the pre-action stage to 61.54% in Cycle I and reached 84.62% in Cycle II. In addition, the observation results indicated that students became more active, focused, and able to participate in guided writing activities more effectively throughout the learning process. Therefore, the guided writing method was effective in improving the handwriting neatness of fourth-grade students at SDN 2 Pansor.