Andy Nugraha Utomo, Nur Hanifah Insani

Peningkatan Hasil Belajar Menulis Teks Pariwara Melalui Media Pembelajaran Canva

Introduction

Peningkatan hasil belajar menulis teks pariwara melalui media pembelajaran canva . Media Canva terbukti efektif meningkatkan hasil belajar menulis teks pariwara siswa SMAN 1 Nguter. Peningkatan signifikan 82,04% (N-Gain) menunjukkan Canva ideal untuk pembelajaran menulis.

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh media canva terhadap hasil belajar menulis pariwara siswa SMAN 1 Nguter. Penelitian ini merupakan penelitian eksperimen dengan desain one group pretest and posttest. Penelitian ini dilakukan di SMAN 1 Nguter Kabupaten Sukoharjo pada bulan Agustus 2024 dengan sampel sebanyak 35 siswa yang diperoleh melalui cluster random sampling. Instrumen penelitian ini terdiri dari instrumen tes dan angket. Teknik analisis data penelitian ini dilakukan menggunakan uji paired sample t-test dan uji N Gain. Hasil penelitian menunjukan bahwa media pembelajaran canva berpengaruh terhadap hasil menulis pariwara siswa dengan nilai sig 0,000. Media canva terbukti berkategori tinggi dan efektif untuk meningkatkan hasil menulis teks pariwara dengan N-Gain 82,04 atau 82,04%. Hasil penelitian ini dapat dijadikan referensi bagi guru bahasa Jawa untuk menerapkan media pembelajaran canva pada pembelajaran pariwara. Kata Kunci: Pengaruh; canva; hasil belajar; menulis; pariwara 

Review

The study, titled "Peningkatan Hasil Belajar Menulis Teks Pariwara Melalui Media Pembelajaran Canva," addresses a pertinent issue in language education: improving students' writing skills, specifically in crafting advertisements (teks pariwara), through the integration of modern digital tools. Employing a one-group pretest-posttest experimental design, the research aimed to investigate the impact of Canva media on the learning outcomes of students at SMAN 1 Nguter. The core finding strongly indicates a significant positive influence, demonstrating that Canva effectively enhances students' ability to write advertisements, evidenced by a significant p-value of 0.000 and a remarkably high N-Gain score of 82.04%. The methodological approach adopted by the researchers is clear and appropriate for its stated objective. The use of both a paired sample t-test and N-Gain analysis provides robust statistical evidence for the observed improvement, not only confirming statistical significance but also quantifying the magnitude of the learning gain, which is a commendable aspect. The study's clear identification of its sample, location, and instruments further strengthens its internal validity within the confines of its design. The practical implication for Javanese language teachers to adopt Canva in teaching "pariwara" writing is a valuable takeaway, offering a concrete and accessible strategy for pedagogical enhancement. While the study presents compelling evidence for the effectiveness of Canva, some aspects warrant consideration for future research. The one-group pretest-posttest design, while informative, inherently limits the ability to rule out alternative explanations for the observed gains, such as maturation effects or historical events. Incorporating a control group in future iterations would significantly strengthen the causal claims and enhance the generalizability of the findings beyond this specific context. Nevertheless, this paper makes a valuable contribution to the literature on technology-enhanced language learning, offering a practical and empirically supported approach for improving writing proficiency.

Full Text

Comments

You need to be logged in to post a comment.