Desy Fitriani, Wienike Dinar Pratiwi, Suntoko, Seli Mauludani

DESIGN THINKING BERBANTUAN SMART BOX PADA PENINGKATAN KEMAMPUAN MENULIS TEKS PIDATO DI SMP

Introduction

Design thinking berbantuan smart box pada peningkatan kemampuan menulis teks pidato di smp . Penelitian ini menunjukkan peningkatan kemampuan menulis teks pidato siswa SMP dengan metode design thinking berbantuan Smart Box. Hasil uji statistik membuktikan efektivitasnya.

Abstract

Penelitian ini bertujuan untuk mengetahui apakah metode design thinking berbantuan media smart box dapat meningkatkan kemampuan menulis teks pidato siswa kelas VIII di SMP Negeri 1 Caringin. Penelitian ini menggunakan metode kuantitatif dengan desain quasi-eksperimen, yang membandingkan dua kelompok yang dipilih secara tidak acak. Semua siswa kelas VIII masuk kedalam populasi penelitian. Sampel dipilih secara sengaja (purposive sampling), yaitu kelas VIII-9 sebagai kelompok eksperimen (32 siswa) dan VIII-10 sebagai kelompok kontrol (32 siswa). Data dikumpulkan melalui tes awal (pretest), tes akhir (posttest), dan observasi. Hasil uji statistik dengan independent t-test menunjukkan nilai signifikansi <0,001, lebih kecil dari 0,05, yang menunjukkan ada perbedaan signifikan antara kedua kelompok. Selain itu, uji N-Gain menunjukkan adanya peningkatan kemampuan menulis teks pidato dengan nilai N-Gain sebesar 0,68 setelah penerapan metode design thinking berbantuan smart box. Kata Kunci: Design thinking, smart box, kemampuan menulis, pidato 

Review

This study presents an investigation into the effectiveness of combining Design Thinking with a "Smart Box" medium to improve speech writing abilities in eighth-grade students. Using a quantitative quasi-experimental design, the research compared an experimental group (32 students) with a control group (32 students) through pre- and post-tests. The abstract reports statistically significant improvements in the experimental group, evidenced by an independent t-test result (p < 0.001) and a substantial N-Gain score of 0.68, suggesting a notable increase in writing competency. The paper thus offers a strong initial indication that this integrated pedagogical approach holds promise for enhancing specific writing skills in secondary education. A key strength of this research lies in its clear and robust methodological approach. The application of a quasi-experimental design, complete with pre- and post-testing across both an experimental and a control group, provides a solid foundation for attributing observed improvements to the intervention. The reported statistical analyses, including the independent t-test confirming significant inter-group differences and the N-Gain score indicating substantial learning, are compelling and lend strong support to the study's conclusions. The focus on integrating a modern pedagogical approach like Design Thinking with a novel tool, the "Smart Box," to address a specific academic skill like speech writing is both relevant and potentially innovative within the field of language education. While the preliminary findings are highly encouraging, the abstract leaves several areas that the full paper should address for enhanced clarity and impact. Firstly, a detailed description of the "Smart Box" itself is critically missing. As a core component of the intervention, understanding its features, how it functions, and how it specifically facilitates the Design Thinking process for speech writing is crucial for readers to grasp the study's mechanics and for potential replication. Secondly, while the quasi-experimental design is well-executed, discussing the inherent limitations of purposive sampling regarding generalizability and potential confounding variables would strengthen the study's scientific rigor. Future work could also benefit from exploring qualitative data, such as student perceptions or observed classroom interactions, to provide a richer understanding of *how* Design Thinking and the Smart Box contribute to the reported improvements beyond statistical outcomes.

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