Using Peer Teaching to Improve Learning Motivation and Achievement in Hand-Drawn Batik Production
DOI:
https://doi.org/10.47239/7ah9sh73Keywords:
batik tulis, classroom action research, learning achievement, peer teachingAbstract
This classroom action research examined the use of peer teaching to strengthen learning motivation and practical achievement in hand-drawn batik (batik tulis) among Grade XI students in the Textile Craft Design and Production program at SMK Negeri 1 Sukasada, Bali, during the 2021/2022 academic year. The intervention was implemented in two iterative cycles of planning, action, observation, and reflection. Students with relevant industry-placement experience served as peer tutors during batik-production activities. Motivation, practical performance, and learner responses were assessed using observation, performance assignments, and questionnaires. In Cycle I, mean scores were 78.5 for motivation, 75.0 for batik practice, and 77.1 for learner response; the reported overall achievement score was 76.7. Following tutor reinforcement, additional canting practice, material replacement, and targeted feedback, Cycle II scores increased to 82.0, 83.1, and 84.6, respectively, with reported overall achievement of 83.5. Thus, the overall score improved by 6.8 points between cycles using the abstract figures. The findings suggest that structured peer teaching, supported by teacher monitoring and iterative refinement, can facilitate participation and technical learning in vocational batik workshops. Interpretation is limited by the absence of a clearly reported sample size, independent comparison group, and full individual-level data.
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