Syahrul Ramadhan, Sinta Rosalina

Media Animasi dalam Naskah Drama Siswa

Introduction

Media animasi dalam naskah drama siswa . Penelitian ini menunjukkan pengaruh signifikan media video animasi dalam meningkatkan keterampilan menulis naskah drama siswa SMA. Solusi pembelajaran kreatif untuk pengembangan ide.

Abstract

Penelitian yang bertujuan mengetahui pengaruh media video animasi dalam keterampilan menulis sebuah naskah drama pada jenjang SMA kelas XI Latar belakang penelitian yaitu ini kesulitan peserta didik dalam menemukan ide dan mengembangkan tema dalam menulis diakibatkan oleh minimnya penggunaan media pembelajaran yang merangsang kreativitas. Penelitian ini diterapkan menggunakan pendekatan kuantitatif melalui metode eksperimen semu dengan rancanga nonequivalent control group. Subjek penelitian melibatkan dua kelas, yaitu XI D sebagai kelompok eksperimen (n=32) yang memperoleh perlakuan berupa media video animasi, dan XI C sebagai kelompok kontrol (n=32). Pengumpulan data dilakukan menggunakan tes awal (pretest) dan tes akhir (posttest), yang kemudian dianalisis menggunakan uji statistik t-test serta perhitungan indeks N-Gain. Melalui Hasil Analisis menunjukkan bahwa keterampilan menulis kelas yang menggunakan media mengalami peningkatan signifikan setelah diberi perlakuan. Nilai rata-rata kelas yang menggunakan media meningkat dari 65,70 menjadi 84,89. Peningkatan ini didukung oleh skor N-Gain 0,5760, masuk dalam kategori sedang. Uji hipotesis menunjukkan signifikansi 0,000 <0,05, yang membuktikan bahwa hipotesis Ha diterima. Penggunaan media video animasi secara signifikan berpengaruh dalam meningkatkan menulis naskah drama peserta didik dan dapat menjadi solusi penggunaan media pembelajaraan. Kata Kunci: Keterampilan Menulis, Naskah Drama, Video Animasi. 

Review

This study rigorously investigates the impact of animated video media on the drama script writing skills of 11th-grade high school students, directly addressing a critical pedagogical challenge where students struggle with idea generation and theme development due to a lack of engaging learning resources. Utilizing a quasi-experimental design with a nonequivalent control group, the research effectively demonstrates a significant positive influence of animated media. The findings, evidenced by a substantial increase in the experimental group's average writing scores (from 65.70 to 84.89) and a moderate N-Gain of 0.5760, strongly support the hypothesis that animated videos can serve as a valuable and effective pedagogical tool. Overall, the paper presents a clear and timely intervention for a common challenge in creative writing education. A key strength of this research is its clear problem articulation and the selection of an appropriate quantitative methodology. The use of a pretest-posttest design with both an experimental and control group provides a robust framework for comparing the effectiveness of the intervention. The statistical analysis, incorporating both t-tests for hypothesis testing and N-Gain for effect size, adds considerable credibility to the reported improvements. Furthermore, the study offers practical and actionable insights for educators seeking innovative methods to boost students' creativity and writing proficiency, directly linking the use of animated media to measurable enhancements in drama script writing skills. While the study effectively establishes a significant positive effect, a primary area for future development lies in exploring the *mechanisms* behind this efficacy. Future research would greatly benefit from incorporating qualitative data, such as student reflections or interviews, to gain deeper insights into *why* animated media was effective—for instance, which specific attributes (e.g., visual storytelling, character development examples, narrative structure) contributed most to students' ideation and thematic development. Additionally, while the quasi-experimental design is appropriate, acknowledging its inherent limitations regarding generalizability and the absence of true randomization would strengthen the methodological discussion. Further investigation into the long-term retention of these improved skills and replication in diverse educational settings would also enhance the broader applicability and impact of these promising initial findings.

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