Students’ Response to the Self Directed Learning Approach to Explanatory Text Material

Abstract

This study aims to examine students’ responses to the Self-Directed Learning (SDL) approach in learning explanatory text material. Explanatory texts require students to understand phenomena logically, identify causal relationships, and organize ideas systematically. Therefore, SDL is considered relevant because it encourages students to take responsibility for their own learning process while still receiving guidance from teachers. This research used a qualitative approach supported by a literature study and questionnaire data collected through Google Forms. The respondents consisted of 157 students. The results showed that students gave positive responses to the SDL approach. A total of 143 students stated that they were interested in SDL, 135 students considered SDL necessary to improve their understanding of the material, and 151 students agreed that learning strategies for explanatory texts needed improvement. These findings indicate that SDL can increase learning motivation, student independence, active participation, and explanatory text writing skills. However, its implementation still faces several challenges, including differences in students’ readiness for independent learning and limited access to learning facilities and resources. In conclusion, the SDL approach can be an effective alternative for explanatory text learning if it is applied in a structured way. Teachers are advised to act as facilitators, while schools should provide adequate learning support.