Penerapan Token Economy dalam Meningkatkan Fokus Belajar pada Siswa SMP

Abstract

This study aimed to determine the effectiveness of implementing a Token economy in improving independent learning focus among junior high school students. The problem identified in the subject was the low ability to maintain learning focus due to frequent distractions from gadget use for non-academic activities during study sessions. This study employed a Single Subject Research (SSR) approach using an ABA (Baseline–Intervention–Baseline) design. Token economy is a behavior modification technique based on the principles of operant conditioning and developed within the framework of Applied Behavior Analysis (ABA) to promote adaptive behavior through positive reinforcement. The participant was a seventh-grade junior high school student who experienced difficulties in maintaining focus during independent learning activities. Data were collected through observation during 60-minute independent study sessions divided into four observation intervals. The intervention was implemented using a token economy system in which tokens were provided as positive reinforcement when the participant was able to maintain learning focus without gadget-related distractions. The results showed an improvement in learning focus during the intervention phase compared to the initial baseline phase. The participant was able to sustain attention more consistently, while gadget-related distracting behaviors decreased significantly. During the second baseline phase, learning focus remained at a better level than before the intervention, although a slight decline was observed following the withdrawal of tokens and rewards.