Pengaruh Model Experiential Learning terhadap Kemampuan Menulis Puisi Siswa Kelas VIII SMP Negeri 36 Medan Effect of the Experiential Learning Model on the Poetry Writing Ability of Grade VIII Students of SMP Negeri 36 Medan
Article Sidebar
Page Numbers:
1099-1117
Digital Object Identifier:
10.58578/yasin.v6i1.9177
Viewed: 130 times
Downloaded: 93 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:Indah Rosa Damanik1*, Safinatul Hasanah Harahap2
Copyright :Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
The low level of students’ poetry writing ability, caused by limited ideas, a lack of direct experience, and the use of ineffective instructional models, highlights the need for innovative learning approaches in Indonesian language teaching. Poetry writing instruction that tends to be overly theoretical makes it difficult for students to express their experiences and feelings in literary form. This study aimed to determine the effect of implementing the experiential learning model on the poetry writing ability of eighth-grade students at SMP Negeri 36 Medan. A quantitative approach with a quasi-experimental method and a one-group pretest–posttest design was employed on a sample of 30 eighth-grade students. Data were collected through poetry writing tests administered before and after the treatment, and were analyzed using normality tests, homogeneity tests, and t-tests to examine differences in students’ poetry writing ability before and after the implementation of the instructional model. The results showed an improvement in poetry writing ability following the application of the experiential learning model, as evidenced by a t-calculated value greater than the t-table value at the 0.05 significance level, leading to the acceptance of the alternative hypothesis. The improvement was evident in aspects of diction, imagery, clarity of content, and use of figurative language. The study concludes that the experiential learning model has a significant effect on students’ poetry writing ability and indicates that experience-based learning is effective as an alternative instructional model for teaching poetry writing to enhance students’ creativity and expressive skills.
Citation Metrics:
Downloads
Citation Metrics & Similar Scopus Articles
-
Irawati R. (2027)Enhancing accounting students’ writing performance through problem-based learning: Evidence from a vocational higher education contextMultidisciplinary Science Journal, 9(1)
-
Kenzhaliyev B.K. (2027)Predicting Copper Production Cycles in Hydrometallurgy with Interpretable Machine LearningKompleksnoe Ispolzovanie Mineralnogo Syra, 341(2), 5-15
-
Naemi Z. (2027)The Relationship between Second Language Learning Strategies, Learning Engagement, and Writing Skill in the Arabic Writing CurriculumLanguage Related Research, 17(4), 331-360
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Aritonang, R., Siregar, M., & Hutagalung, T. (2024). Pengaruh Model Experiential Learning terhadap Keterampilan Menulis Puisi Siswa Sekolah Menengah Pertama. Jurnal Pendidikan Bahasa dan Sastra Indonesia, 13(1), 45–56.
Febriyanto, B. F., Anggraeni, S. W., & Yonanda, D. A. (2023). Hubungan Kemampuan Berpikir Kreatif dan Menulis Deskripsi pada Siswa Kelas II Sekolah Dasar. Jurnal Elementaria Edukasia, 6(3), 1519–1528. https://doi.org/10.31949/jee.v6i3.5647
Fitriani, D. (2022). Analisis Kesulitan Siswa dalam Menulis Puisi pada Pembelajaran Bahasa Indonesia. Jurnal Literasi Pendidikan, 5(2), 112–120.
Hajjah, S. (2022). Implementasi Model Experiential Learning dalam Meningkatkan Pemahaman Siswa. Jurnal Pendidikan Dasar, 11(2), 85–94.
Halimah, N. (2023). Analisis Pembelajaran Berdiferensiasi sebagai Bentuk Implementasi Kebijakan Kurikulum Merdeka. Pendas: Jurnal Ilmiah Pendidikan Dasar, 8(1), 5019–5033. https://journal.unpas.ac.id/index.php/pendas/article/view/7552
Hermawan, A., & Yusran, H. L. (2017). Penelitian Bisnis Pendekatan Kuantitatif. Kencana.
Isroyati, I., Hapsari, F. S., & Prasasty, A. T. (2021). Penerapan Metode Sugesti-Imajinatif dengan Menggunakan Media Gambar Fotografi untuk Meningkatkan Kemampuan Menulis Karangan Deskripsi. Jurnal Pendidikan: Riset dan Konseptual, 5(2), 255–266. https://doi.org/10.28926/riset_konseptual.v5i2.353
Kuswandi, S., & Putri, N. D. (2020). Penerapan Pendekatan Kontekstual dalam Pembelajaran Bahasa Indonesia untuk Meningkatkan Kemampuan Menulis Puisi Bebas pada Siswa Kelas V SD. Jurnal Tahsinia, 2(1), 97–109. https://jurnal.rakeyansantang.ac.id/tahsinia/article/view/280
Meiletri, N., Rukmana, A., & Fadillah, D. (2023). Pengaruh Model Experiential Learning terhadap Kemampuan Menulis Teks Berita Siswa Kelas VII SMPN 11 Kota Sukabumi. Jurnal Pendidikan Bahasa Indonesia, 12(3), 210–220.
Mukhid, A. (2021). Metodologi Penelitian Pendekatan Kuantitatif. Jakad Media Publishing.
Novizar. (2019). Pengaruh Model Experiential Learning terhadap Kemampuan Menulis Teks Cerpen Siswa Kelas VII MTsN 1 Aceh Barat. Jurnal Bahasa dan Sastra, 14(2), 134–142.
Paramitha, R. (2023). Manfaat Menulis Puisi sebagai Sarana Ekspresi Diri dan Pengembangan Imajinasi Siswa. Jurnal Pendidikan Bahasa, 9(1), 33–41.
Ratih, L. (2020). Analisis Rendahnya Kemampuan Menulis Puisi Siswa SMP. Jurnal Pendidikan Bahasa dan Sastra Indonesia, 8(2), 155–164.
Razanah, M., & Solihati, N. (2022). Pentingnya Pembelajaran Menulis Puisi Disekolah di Era Society 5.0. Literasi: Jurnal Bahasa dan Sastra Indonesia serta Pembelajarannya, 6(2), 244–250. https://doi.org/10.25157/literasi.v6i2.7681
Salam, A. (2023). Pembelajaran Menulis Puisi di Sekolah Menengah Pertama. Jurnal Pendidikan Bahasa Indonesia, 11(1), 50–60.
Septiwi, R. (2024). Analisis Kemampuan Menulis Puisi Siswa Berdasarkan Aspek Kebahasaan. Jurnal Literasi dan Pembelajaran, 6(1), 15–24.
Setiyani, R. (2020). Penerapan Model Experiential Learning dalam Pembelajaran Bahasa Indonesia. Jurnal Pendidikan dan Kebudayaan, 5(2), 195–204.
Sholeh, M., Kurniawan, A., & Pratiwi, D. (2024). Efektivitas Metode Experiential Learning dalam Pembelajaran Menulis Puisi Siswa Kelas X SMA Negeri 1 Tukdana. Jurnal Pendidikan Bahasa dan Sastra Indonesia, 14(1), 1–12.
Sitohang, R. (2022). Manfaat Menulis dalam Meningkatkan Berpikir Kritis Siswa. Jurnal Pendidikan Bahasa, 7(2), 98–107.
Tarida, Y. (2022). Karakteristik Model Experiential Learning dalam Pembelajaran. Jurnal Ilmiah Pendidikan, 4(3), 120–129.
Tuerah, R. M., & Tuerah, J. M. (2023). Kurikulum Merdeka dalam Perspektif Kajian Teori: Analisis Kebijakan untuk Peningkatan Kualitas Pembelajaran di Sekolah. Jurnal Ilmiah Wahana Pendidikan, 9(19), 979–988. https://doi.org/10.5281/zenodo.10047903