Peningkatan Motivasi Dan Hasil Belajar Melalui Model Problem Based Learning Berbantuan Media Flipbook Pada Materi Teks Argumentasi Kelas XI.II Di Man 2 Brebes

This classroom action research aimed to describe the implementation of a flipbook-assisted Problem-Based Learning (PBL) model and the resulting improvements in students' motivation, engagement, and learning outcomes regarding argumentative texts. The subjects were 35 students from class XI.II at MAN 2 Brebes. The study was conducted over two cycles following the Kemmis–McTaggart model, after a pre-cycle data collection phase. Data were gathered using a motivation questionnaire (35 items), an activity observation sheet (12 aspects), and a learning outcome test (20 items); these were analyzed using descriptive quantitative methods and supplemented by qualitative notes—specifically reflections and documentation. Results showed that average motivation scores rose from 69.32 to 78.95 in Cycle I and 83.83 in Cycle II; activity scores increased from 68.63 to 78.98 and 83.51; and learning outcomes improved from 65.28 to 79.14 and 90.14 (categorized as "Very Good"). Class mastery across all three aspects rose from 20.00% to 82.86% and 94.29%, thereby exceeding the 75% success indicator. The greatest improvement was observed in the group with low initial proficiency (+30.00 points), although two students did not achieve mastery and required individual remediation. In conclusion, the flipbook-assisted PBL model—refined between cycles—is suitable for enhancing student engagement and learning outcomes in the study of argumentative texts.