Wempi Apdiansyah, Leni Nuraeni

Media Pembelajaran Mentimeter Terhadap Kemampuan Menyimak Dongeng Siswa

Introduction

Media pembelajaran mentimeter terhadap kemampuan menyimak dongeng siswa . Penelitian ini menunjukkan Mentimeter sebagai media pembelajaran efektif dalam meningkatkan kemampuan menyimak dongeng siswa SMP kelas VII. Terbukti ada peningkatan signifikan.

Abstract

Tujuan penelitian ini adalah untuk mengetahui pengaruh penggunaan media pembelajaran Mentimeter terhadap kemampuan menyimak dongeng pada siswa kelas VII SMP Negeri 3 Kuningan. Penelitian ini menggunakan metode eksperimen dengan pendekatan kuantitatif dan menggunakan one group pretest-posttest design. Teknik analisis data yang digunakan yaitu uji validitas, uji normalitas, dan uji hipotesis. Penelitian ini dilakukan di SMP Negeri 3 Kuningan dengan menggunakan sampel kelas VII-c. Hasil penelitian ini adalah: 1) Hasil belajar siswa berupa kemampuan menyimak dongeng sebelum menggunakan media pembelajaran Mentimeter masih jauh dari nilai KKM; 2) Hasil belajar siswa pada kemampuan menyimak dongeng setelah menggunakan media pembelajaran mentimeter meningkat dari nilai rata-rata 43,94 menjadi 83,79; 3) Berdasarkan uji hipotesis, Sig. (2-tailed) 0,000 <; 0,05. Oleh karena itu Ha diterima dan H0 ditolak. Pengaruh media pembelajaran Mentimeter terhadap kemampuan menyimak dongeng terdapat perbedaan yang signifikan, antara hasil belajar menyimak dongeng siswa sebelum dan sesudah menggunakan media pembelajaran Mentimeter. Kata Kunci: Media Pembelajaran, Mentimeter, Menyimak, Dongeng 

Review

This study investigates the influence of Mentimeter as a learning medium on the listening comprehension of fairy tales among seventh-grade students at SMP Negeri 3 Kuningan. Utilizing a quantitative experimental approach with a one-group pretest-posttest design, the research systematically employed validity, normality, and hypothesis testing to analyze the data. The abstract clearly articulates the research objective and methodology, setting a straightforward expectation for the study's contribution. The findings indicate a significant positive shift in students' listening abilities after the intervention, suggesting that Mentimeter holds potential as an effective tool for enhancing specific literacy skills. A key strength of this paper lies in its clear quantitative evidence supporting the intervention's effectiveness. The reported increase in average scores from 43.94 to 83.79, coupled with the highly significant p-value (Sig. (2-tailed) 0.000 < 0.05), provides compelling statistical support for the hypothesis that Mentimeter positively impacts listening comprehension. This direct comparison of pre- and post-test scores offers a strong indication of improvement within the studied group, making a case for the practical applicability of Mentimeter in language education, particularly for skills like listening to narratives. The detailed reporting of the statistical significance reinforces the robustness of the observed change. Despite the clear findings, the "one group pretest-posttest design" presents a notable limitation regarding the generalizability and internal validity of the conclusions. Without a control group, it is challenging to definitively attribute the observed improvements solely to the Mentimeter intervention, as other confounding factors (e.g., maturation, historical events, repeated testing effects) cannot be ruled out. Future research would benefit significantly from incorporating a control group to strengthen the causal claims. Additionally, expanding the sample size and diversifying the student demographics would enhance the external validity. Future studies could also explore the specific features of Mentimeter that contribute most to improved listening skills or investigate its long-term effects on comprehension and engagement.

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