Implementasi Pendekatan Behavioristik dalam Pembelajaran Keterampilan Wawancara Siswa Sekolah Dasar
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Abstract
The learning of interview skills in elementary schools is often hindered by the dominance of theoretical concept comprehension and disparities in students' questioning and listening abilities, as evidenced by the disparity in performance scores among grade VI students at SD Negeri 11 Mentok. This study aims to analyze the implementation of the behavioristic approach in teaching interview skills and to identify its supporting and inhibiting factors. Utilizing a qualitative approach with a descriptive design, data were collected through passive participant observation, semi-structured in-depth interviews with teachers and students, and documentation studies, which were then analyzed using the interactive model of Miles, Huberman, and Saldaña. The results showed that the implementation of the behavioristic approach reached 91.25%, where the integration of structured audiovisual stimuli, direct positive reinforcement, and repeated habituation exercises proved effective in enhancing students' self-efficacy and oral communication fluency. The main obstacles included psychological awkwardness and limitations in formulating spontaneous follow-up questions in front of interviewees. Based on these findings, it is highly recommended that educators implement stimulus differentiation according to group learning readiness, optimize peer tutoring, and design gradual interactive dialogue simulations to strengthen students' listening skills and critical questioning flexibility.
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References
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