Teacher and Student Needs Profile as the Basis for Developing the IRMa Model in Narrative Writing Instruction in Elementary Schools in Tasikmalaya City
DOI:
https://doi.org/10.35568/naturalistic.v10i2.7784Keywords:
Elementary School, IRMa Model, Learning Model, Narrative Writing, Needs AnalysisAbstract
Narrative writing skills are a fundamental component of literacy development in elementary education; however, many students still experience difficulties in organizing story structures, developing ideas coherently, and revising their writing independently. This study aims to analyze the profile of teachers’ and students’ needs as the basis for developing the IRMa (Interactive, Reflective, Mastery Self-Evaluation) learning model in narrative writing instruction in elementary schools in Tasikmalaya City. This research employed a Research and Development (R&D) approach, focusing on the needs analysis stage through a descriptive quantitative design. Data were collected from 123 elementary school teachers using a closed-ended questionnaire based on a five-point Likert scale. The instrument measured students’ writing difficulties, learning conditions, and teachers’ needs for a structured and visually supported learning model. Data were analyzed using descriptive statistics, Pearson correlation, and multiple linear regression. The results indicate that students’ narrative writing difficulties were in the high category (M = 3.57; SD = 0.62), and learning processes were perceived as insufficiently structured (M = 3.69; SD = 0.58). Teachers expressed very high needs for a step-by-step learning model (M = 4.43; SD = 0.51) and visual stimuli (M = 4.53; SD = 0.47). Correlation analysis revealed a significant relationship between students’ difficulties and the need for a structured model (r = 0.62; p < 0.001). Regression analysis showed that learning difficulties and conditions explained 58% of the variance in model needs (R² = 0.58). These findings confirm the urgency of developing the IRMa model as a contextual, systematic, and needs-based narrative writing learning design that integrates interaction, reflection, and mastery self-evaluation to improve the quality of writing instruction in elementary schools.
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